Thriving and surviving as non-traditional students: A Qualitative Study

Background: Historically, the National Center for Education Statistics defined "nontraditional students" as older students who do not receive bachelor's degrees prior to age 25 because that age gap added additional academic, mental health, and social challenges. Presently, it known that age is just one of many characteristics and intersecting social identities that may significantly separate students' experiences from their peers; however, there are gaps in research from the students' perspectives. Method: A series of four focus group discussions with self-identified non-traditional students was conducted in a mid-size, predominantly White public university in the northeast (N=20 students). Participants discussed experiences that made them feel "different" on campus, the specific contexts where they avoid disclosing their non-traditional identities, and benefits/challenges of being non-traditional students. Results: Self-identified non-traditional students typically identified at least three of the following marginalized social identities that intersected and shaped their college experiences: being over age 25, lower socioeconomic status/on food stamps, mental health conditions, being LGBTQA, married, a parent, physical or learning disabilities, a veteran, history of abuse from previous contact with the foster care system or criminal justice system, religious minority, or a racial/gender minority within their major. Students with multiple non-visible identities felt belittled by peers, dismissed by faculty, believed it was difficult to identify with others, harder to participate in campus life because of financial obstacles, and desired better mental health resources. Most students felt afraid to ask for support. White males, in particular, felt distressed for hiding financial difficulties as others assumed they were privileged. Students of color felt frustrated by frequent microaggressions but believed their presence and life experiences educated their privileged peers. Conclusions: As retaining non-traditional students improves diversity and learning opportunities of all students, changes to promote a campus climate based on respect and increasing mental health resources are needed.