Understanding The Experiences of Previously Academically Disqualified Students as They Return to Their Studies

Abstract

Navigating the university system given the various policies, procedures, and expectations can create anxiety and confusion for some students. These experiences will affect a student’s overall academic performance and success while in attendance at universities. The purpose of this study was to explore the experiences of students who were academically disqualified and then, after pursuing a reinstatement process, were reinstated to the university and returned to their studies. Each of the participants in this study related in some way to three themes, namely familial support, transfer from a community college, and choice of academic major. The mentioned themes were contributing factors to the experiences of the six participants who were invited to contribute in this study. Their stories augment the conversation about disqualification and reinstatement, as well as efforts geared toward the development and maintenance of policies and programs aimed at supporting student success and retention efforts. This study was guided by Vygotsky’s (1978) theory of social constructivism and Schlossberg’s (1974) transition theory. It was important to capture the stories of the participants in order to further understand the factors that contributed to their academic struggles. Was it the courses they were enrolled in? Were they exposed to a higher educational setting before attending a four-year institution? This study sought to seek these answers. The study was conducted at a public, four-year institution located in southern California. Utilizing a qualitative, narrative research design, this study is based on data collected during semi-structured interviews. Recommendations for further research, policies, and programs are included within this study.