Non-Traditional Minority Students

Nontraditional minority students are a growing phenomenon in colleges and universities in the United States. As society becomes more global and diverse, individuals seeking higher education are requiring more complex services due to differences in culture and demographic shifts. This paper provides a general overview of the nontraditional minority student. For the purposes of this paper, the term "nontraditional minority student" will represent any individual who is underrepresented based on gender and/or racial/ethnic issues.

Keywords Adult Learners; Cultural Diversity; Demographics; Globalization; Life-long Learner; Minority Student; Non-Traditional Student; Postsecondary Education; Socioeconomic Status; Title III; Traditional Student

Overview

Since the founding of the United States, its citizens have placed an emphasis on education. The founders believed that the strength of a country was dependent on a well-educated workforce (Ely, 1997; Ntiri, 2001; Schuetze & Slowey, 2002; U.S. Department of Education, 2006). Therefore, it was believed that individuals educated in the basic skills (reading, writing, and arithmetic) provided the workforce with skilled employees, allowing the United States to become an independent country. In other words, a skilled and educated workforce allows a country to establish and maintain a viable society which leads to economic independence. In current times, the United States continues to place an emphasis on having a well educated work force (Ely, 1997; Ntiri, 2001; Schuetze & Slowey, 2002; U.S. Department of Education, 2006). In fact, the democratic process is dependent upon an educated workforce to sustain the economy (U.S. Department of Education, 2006).

One of mechanisms providing an educated workforce throughout the world is colleges and universities. In the United States, the changes in the demographics of society are being recognized as a new challenge for colleges and universities. As such, these demographic changes will significantly influence the higher education system over the next 20 years (Ely, 1997; Miller & Lu, 2003; Ntiri, 2001; Schuetze & Slowey, 2002; U.S. Department of Education, 2006).

Effects of Demographic Changes

Demographic changes affecting colleges and universities include an increase in the number of individuals reaching retirement age; the growing minority population; gender issues; and, technological changes which are causing a need for older individuals to return to classes in order to update and/or maintain skill sets. One of the most significant changes occurring is the retirement of the baby boom generation. As this generation retires or becomes eligible to retire, the workforce will need to replace these individuals. Many of the baby boom generation jobs require education beyond high school (U.S. Department of Education, 2006). Additionally, as the average lifespan of Americans continues to increase, new jobs will develop in response to meeting the needs of these individuals.

Minorities

As the minority population continues to grow faster than the white population, educational systems will need to continue to be flexible and learn about the diversity of the community they serve. In other words, the educational system will have to respond to the differences such as values and the obstacles faced by single parent homes.

Gender

A significant change in college and university student populations is related to gender. In the early twenty-first century, more than half of all college degrees, undergraduate and graduate, are being awarded to women. According to the National Center for Education Statistics, in the 2009–10 school year, women earned 57.4 percent of bachelor’s degrees, 62.6 percent of master’s degrees, and 53.3 percent of doctorates (U.S. Department of Education, 2012).

Effects of Technology

Another change is the technological advancements which have led to the globalization of society. The rapid technological developments and advancements have increased the need to have a highly trained work force that is able to use and access knowledge quickly to solve problems, versus rote memorization of solutions (U.S. Department of Education, 2006). As such, information can be accessed twenty-four hours a day from anywhere in the world. The rapid and immediate exchange of information will present an ongoing challenge to colleges and universities who are used to educating individuals in traditional brick and mortar buildings (U.S. Department of Education, 2006).

While all of the issues mentioned are simultaneously impacting the delivery of higher education, an issue that continues to be debated is that of the minority student. Layered on top of this issue is the individual who is considered to be a minority (i.e., gender, racial and/or ethnic differences) and a nontraditional student. This paper will provide an overview of the nontraditional minority student enrolling in postsecondary education.

The Higher Education System in the United States

In terms of education, much of American society is focused on advancements and changes in the K-12 curriculum. A report issued by the Secretary of Education's Commission on the Future of Higher Education stated that the United States set the standard for higher education (U.S. Department of Education, 2006). For instance, the First Morrill Act created land-grant universities, and the G. I. Bill made higher education accessible for many returning servicemen from World War II. More recent changes have included the growth of community colleges. As many universities adopt admissions standards, community colleges have allowed many individuals to pursue educational opportunities beyond high school (U.S. Department of Education, 2006).

Education is considered a change agent for individuals from diverse backgrounds. It is recognized that not everyone should attend a university (U.S. Department of Education, 2006). However, a growing position is that everyone should receive some type of education beyond high school. Options include community colleges, technical schools, and/or trade schools. Again, the need for an educated workforce is vital for the American economy to be sustained. Higher education administrators are recognizing that postsecondary education is not only for the academically elite but for everyone.

Education should be an opportunity to for any individual, regardless of socioeconomic status, racial and/or ethnic diversity, or gender, to gain the skills necessary to be an independent and successful member of a community and nation. In other words, education provides the individual with the tools necessary to achieve social mobility (U.S. Department of Education, 2006). Higher education should be thought of as a mechanism to allow each individual to pursue educational goals which allow a stable and viable economic system.

Title III

The purpose of this essay is not to provide in-depth knowledge of all of the laws and federal programs available to minority or nontraditional students. However, a brief discussion of the Title III program is warranted. Title III was originally authorized in 1965 as a federally funded program which assists colleges and universities in the provision of educational opportunities to students who are low-income and/or minority students (Slark, Umdenstock, & Obler, 1997). In the late 1960s, students who were either low-income and/or minority were defined as nontraditional students.

Slark, Umdenstock, and Obler, (1997) Title III is divided into two distinct parts. Part A funds are used to allow low-income minority students educational opportunities and Part B funds were designated to provide funding to predominately black higher education institutions. Colleges and universities must apply for the funds and demonstrate that the institution serves an underrepresented group (Slark, Umdenstock, & Obler, 1997).

Slark, Umdenstock, and Obler (1997) stated that Title III funds have been used to cause an organizational change in higher education. This change has assisted higher education in recognizing that educating small numbers of individuals were not as effective as educating other members of society. A byproduct of this change is the reorganization of institutions of higher education realizing that many students are becoming lifelong learners as opposed to just maintaining the traditional institutional values (Slark, Umdenstock, & Obler, 1997).

Further Insights

Demographic Changes

Demographic changes are causing a shift in the cultural makeup of the United States. In terms of the higher education system, the demographic changes along with the changes in workforce (i.e., retirement, shortages in health care, education, etc.) are forcing the higher education system to examine practice and policy for individuals who are minority and/or nontraditional students.

In terms of education, the National Center for Education Statistics (NCES) has shown that participation rates among individuals who represent ethnic minority groups are growing faster than those of the white population. It is predicted that this shift in student demographics will continue to occur over the coming decades.

In terms of enrollment in colleges and universities, the NCES projects an increase between 2010 and 2021 of 4 percent for white students; 25 percent for black students; 42 percent for Hispanic students; 20 percent for Asian or Pacific Islander students; and 1 percent for American Indian or Alaska Native students (U.S. Department of Education, 2013b).

In addition to changing demographics, socioeconomic gaps appear to be widening as well. NCES reported that in 2000, 15 percent of children in the United States aged 5 to 17 were living in poverty, while in 2011, 21 percent were; also in 2011, 39 percent of black children and 34 percent of Hispanic children under age 18 were living in poverty, versus 13 percent of white children (U.S. Department of Education, 2013a). Children who grow up in poverty are negatively impacted in terms of learning due to mental, physical, and behavioral development risks. In addition, many minority students do not complete high school, which is the greatest barrier to continuing on to higher education (Slark, Umdenstock, & Obler, 1997).

In terms of the nontraditional student enrollment figures, the NCES has projected an increase in enrollment between 2010 and 2021 at 10 percent for students who are 18 to 24 years old, 20 percent for students who are 25 to 34 years old, and 25 percent for students who are 35 years old and over (U.S. Department of Education, 2013b). In 2006, the Commission on the Future of Higher Education stated that 16 percent of students who are 18 to 22 years old were enrolled full-time at the undergraduate level; 40 percent attended school part-time; 40 percent attended two-year institutions; 40 percent were older than 25 years; and 58 percent were older than 22 years (U.S. Department of Education, 2006).

Differences Between Traditional & Nontraditional Students

A traditional student is typically defined as an individual who has graduated from high school; is between 18 and 22 years old; has a family background of having some experience with higher education; and attends a four-year university as a full-time student. The literature uses many different terms, such as "adult learner," "returning student," "mature student," or "life-long learner" to describe the nontraditional student (Ely, 1997; Ntiri, 2001; Schuetze & Slowey, 2002). Basically, the nontraditional student is an individual who is older than 24 years old; has returned to school; attends school part time or full time; and/or is someone who is improving his or her job skills (Ely, 1997; Miller & Lu, 2003; U.S. Department of Education, 2006). Others have defined the nontraditional learner as an individual who does not enter postsecondary schooling immediately after high school graduation or an individual from a low socioeconomic background (Schuetze & Slowery, 2003).

Schuetze and Slowery (2003) proposed that the nontraditional student is an individual who represents different populations (i.e., cultural diversity, gender, socioeconomic status) and different model of participation (part-time; online learning) (p. 313). In adopting this viewpoint, one can begin to understand why the nontraditional student is a growing student population in colleges and universities.

In summary, the demographics and the growing number of individuals returning to higher education are changing the college and university campus. The addition of being from a minority group causes a layering effect which is complex and multifaceted. In order to grasp the bigger issue, the reader must understand issues faced by the nontraditional student as well as the minority student before one can synthesize the information into challenges faced by the nontraditional minority student.

Issues Faced by the Nontraditional Student

Individuals who are considered nontraditional face many different issues in comparison to the traditional student. However, there are positive and negative influences that affect the nontraditional student. As a positive influence, nontraditional students are often very goal oriented, highly motivated, and independent learners (Ely, 1997; Miller & Lu, 2003; Ntiri, 2001). Nontraditional students seek out resources that will allow them to capitalize on opportunities that many traditional students do not seek. In other words, nontraditional learners appear to highly value a postsecondary education.

In addition to characteristics that are considered important in achieving higher educational goals, negative influences include stresses that are very different from the traditional student. For example, educational outcomes are influenced by family stresses, workplace demands, and generational differences (Ely, 1997; Miller & Lu, 2003; Ntiri, 2001). The nontraditional student is often a female head of household with children or the individual may have to work full-time in order to attend school part-time or on an intermittent basis.

Issues Faced by Nontraditional Minority Students

Johnson-Bailey (1999) as cited in Ntiri (2001) reported several factors that influence the success of African American nontraditional students. Factors included having access to African American faculty, peers, and funding. Each of these issues is in relation to the barriers often found in terms of race, gender, and socioeconomic status (p. 136).

In spite of the changes in demographics, many caution that educational gaps will continue to exist between nontraditional minorities and other ethnic and/or gender groups (U.S. Department of Education, 2006). Ntiri (2001) stated additional factors that can affect nontraditional minorities' success in higher education. These factors include lower socioeconomic status; higher poverty rates for African Americans and Hispanics; unfavorable learning environments; and lack of funding sources for actual costs (Ntiri, 2001, p. 137).

Additional factors that influence the obstacles faced by minority groups include lack of access to information about colleges and the opportunities offered to minority groups; ongoing financial barriers; and unfortunately the lack of academic preparation or rigor of preparation (Ntiri, 2001; U.S. Department of Education, 2006). In terms of information and opportunities, minorities often do not have the financial means to visit campuses and/or make telephone or e-mail contacts. While many minority students do have access to computers and the Internet at school, they may not have the access to the Internet and information at home. If individuals do have access to public computers (e.g., in public libraries), then the individual is limited by what can or cannot be downloaded and/or printed.

Should the individual be successful in enrolling in a college and/or university, they may not graduate. Statistics again indicate that while more minorities are attending college, they are not closing the gap in terms of graduation rates (U.S. Department of Education, 2006). The Secretary of Education's Commission on the Future of Higher Education stated, "While about one-third of whites have obtained bachelor's degrees by age 25-29, for example, just 18 percent of blacks and 10 percent of Latinos in the same age cohort have earned degrees by that time" (p. 1).

Although financial aid does exist to offset college and universities expenditures, many of the programs are late in providing information regarding eligibility amounts. This creates a problem for an individual who wants to attend school but due to the late notice about financial aid chooses to pursue other opportunities. Of course, this affects enrollment rates for minorities and can affect retention rates as well.

Issues Faced by Higher Education Institutions

In response to changing demographics, colleges and universities must become flexible in trying new ideas and course delivery methods to attract and retain the nontraditional minority learner (U.S. Department of Education, 2006). The literature states that many nontraditional students enroll in higher education institutions to obtain additional certification and/or training (U.S. Department of Education, 2006). Thus, many nontraditional students are not degree seeking but information seeking in order to advance in their respective careers. Of course, this can be perceived negatively by faculty who think that attendance in a college or university program should always have the goal of obtaining a degree.

Ntiri (2001) states that colleges and universities are change agents for many individuals in the pursuit of the American dream. Thus, colleges and universities need to become flexible in the giving and sharing of information through less traditional methods. An example would be the use of web-based instruction that allows access to instruction anytime from anywhere.

Viewpoints

Future Implications for the Nontraditional Minority Student

The workforce of tomorrow must be able to meet the challenges to remain competitive on a global level. This means that higher education must focus on providing educational opportunities that allow individuals to become flexible consumers of the opportunities available in postsecondary institutions.

Higher education must adapt and capitalize on all citizens as well as retaining and attracting individuals who desire the knowledge and skills to advance his or her social standing (U.S. Department of Education, 2006). As technology advances, baby boomers retire, and as the demographics continue to shift, higher education must begin to innovate in terms of attracting and retaining nontraditional minority students.

The business world can provide important lessons in terms of the demise of companies that failed to heed changes both within and outside of the organization (U.S. Department of Education, 2006). To avoid becoming an outdated institution, there must be a willingness for institutions of higher education to capitalize on the changes in how and with whom information is exchanged. The thought that universities are made up of certain age groups and ethnicities is changing and reflect the changes in society as a whole.

In fact, the Secretary's Commission on the Future of Higher Education report cautions that the United States is losing its foothold as the leader in higher education practices. Many other countries are beginning to alter courses and the delivery of courses to meet the needs the global economy. As our economy changes, the need will grow for an educated workforce that embraces new ideologies. The responsibility for making changes in the higher education system lies with colleges and universities, state and federal lawmakers, accreditation agencies, businesses, and individuals themselves (U.S. Department of Education, 2006).

The future economy will be driven by knowledge or "intellectual capital" (U.S. Department of Education, 2006). As a result, individuals will need some type of postsecondary experience in order to increase earning potential over their lifetimes. Thus, colleges and universities will continue to directly influence new generations in the achievement of the American dream (U.S. Department of Education, 2006). However, without alternatives for individuals considered to be nontraditional minorities, then colleges and universities will become elitist institutions. This in turn could stagnate the economy as a whole.

As the world's economy becomes more global, the workforce demands will increase for individuals who have some type of postsecondary training. One of the biggest benefits of a postsecondary education is the increase in personal income. In terms of lifetime earning potential, an individual with a bachelor's degree will earn twice as much as an individual with only a high school diploma (U.S. Department of Education, 2006).

The Commission on the Future of Higher Education report predicts that jobs that rely only on on-the-job training will decline, while jobs in health care, education, engineering, and computer science will become the jobs in greatest need of an educated workforce (U.S. Department of Education, 2006). Again, not tapping into the nontraditional minority population will cause economic upheaval in terms of supply and demand. In other words, the socioeconomic gaps will widen. As such, this will do nothing to stimulate an economy that is rapidly becoming reliant on knowledge-based work.

Conclusions

As the makeup of society continues to change, higher education must continue to address the challenges nontraditional minority students will bring to the university setting. This is especially true for individuals who are underrepresented racial and/or ethnic groups, age groups, and gender groups. As these groups become the majority, these same individuals will make up the majority of the workforce. If universities do not find innovative ways to continue the rich tradition of building and sustaining a highly educated workforce, then the economy will suffer, and for the first time in recent history, the United States will have less educated citizens than the rest of the developed world.

Terms & Concepts

Adult Learners: An adult learner is a term that is used to describe a nontraditional learner.

Cultural Diversity: Cultural diversity is how an individual's values, norms, beliefs, etc. differ from another cultural group.

Demographics: Demographics are population characteristics shared by groups of people.

Globalization: Globalization is the worldwide connection of people and places as a result of advances in transport, communication, and information technologies that causes political, economic, and cultural convergence.

Life-long Learner: A life-long learner is an individual who returns to formal (i.e., education) and informal (i.e., conferences) educational settings in order to gain new knowledge or to update skills.

Minority Student: A minority student is a student from a racial or ethnic group that makes up less than half the population at large.

Nontraditional Student: The nontraditional student is an individual who is older than twenty-four years old; who has returned to school; attends school part time or full time; and/or is someone who is improving his or her job skills.

Postsecondary Education: Postsecondary education is education beyond high school, typically provided by colleges and universities.

Socioeconomic Status: The socioeconomic status represents an individuals' income status.

Title III: Title III was originally authorized in 1965 as a federally funded program which assists colleges and universities in the provision of educational opportunities to students who are low-income and/or minority students.

Traditional Student: A traditional student is an individual who has graduated from high school; is somewhere between eighteen and twenty-two years old; has a family background of having some experience with higher education; and attends a four-year university as a full-time student.

Bibliography

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Miller, M., & Lu, M.Y. (2003). Serving nontraditional students in e-learning environments: Building successful communities in the virtual campus. International Council for Education Media, 40(1/2), 163-170.

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Slark, J., Umdenstock, L., & Obler, S. (1997). The case for Title III. Rancho Santiago Community College, Santa Ana, CA. Office of Research, Planning, and Resource Development.

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Suggested Reading

Cross, K. P., & Zusman, A. (1977). The needs of non-traditional learners and the responses of non-traditional programs. Berkeley: University of California.

Nesbit, T. (2001). Extending the boundaries: Graduate education to nontraditional learners. Journal of Continuing Higher Education, 49, 2–10.

Parnham, J. (2001). Lifelong learning: A model for increasing the participation of non-traditional adult, Journal of Further & Higher Education, 25, 57-65. Retrieved December 13, 2007 from EBSCO online database Education Research Complete http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=4275363&site=ehost-live

Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13, 26-29. Retrieved December 23, 2013 from EBSCO online database Education Research Complete http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60071936

Sandler, M. (2000, April). A focal examination of integration, commitment, and academic performance: Three subsystems from the integrated model of student persistence with sociostructural background variable effects. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Sierra, C., & Folger, T. (2003). Building a dynamic online learning community among adult learners. Educational Media International, 40(1/2), 49-62, Retrieved December 13, 2007 from EBSCO online database Education Research Complete http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=10306000&site=ehost-live

Weil, S. (1986). Non-traditional learners within traditional higher education institutions: Discovery and disappointment, Studies in Higher Education, 11, 219-235. Retrieved December 13, 2007 from EBSCO online database Education Research Complete http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=19669458&site=ehost-live