This study explores barriers of non-traditioanl students in a rural area by comparing their academic experience to traditaional students.

1. Sam Houston State University Integration of Higher Education in Rural Area : Comparison of Traditional and Non-traditional Students Eunjin Hwang

3. 1. Definitionof Non-traditional Student NCEBprovides the definition of non-traditional students by six characteristics. Source: U.S. Department of Education, NCES. National Postsecondary Student Aid Study (NPSAS) 2000

4. According to data analysis of NCEB, the most common characteristic of non-traditional students is financially independent, attend part time, and delayed enrollment. Also, within public 2 –year institution, highly non-traditional students are highly distributed. Figure 1. Percentage of students with nontraditional characteristics 1992-1993 and 1999-2000 Figure 2. Percentage distribution of undergraduates according to their student status, by type of institution: 1999–2000 Total Source : NCES. National Postsecondary Student Aid Study 2000 Source : NCES. National Postsecondary Student Aid Study 2000

5. 2. Social Factors

6. What is the problem? 1. Non-traditional students have barriers in pursuing their academic career. Financial poverty Time poverty - Work full time - Multiple roles Institutional Barriers -Learning the rules of academia - Reading and writing assignment, etc.

7. 2. Non traditional students from low socioeconomic (LSES) backgrounds are more likely to have intensified barriers. 3. University students from a LSES background often belong to multiple equity group, the most common of which is living in a rural or isolated area.

8. The Purpose of the Study is..

9. Research Question 1. How institutional rhetoric of higher education is differently experienced by traditional students and non-traditional students in the first academic year ? 2. What barriers are experienced by non-traditional students in a rural area?

10. Significance of This Study This study examines barriers of non traditional students by comparing the difference of academic experience in higher education between non-traditional students and traditional students. Previous studies examined barriers based on qualitative method approach. This study focus on non-traditional students, particularly in a rural area based on quantitative method approach.

12. Gender

13. Education

16. Conclusion 1. Non traditional students, particularly of low socioeconomic status in a rural area experience intensified study barriers. 2. To reduce the rate of attrition and support non-traditional students, institutional support such as financial aids and counseling services, etc. should be provided.

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