A Phenomenological Analysis
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University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2006 The undergraduate experience of turnaround after academic suspension: A phenomenological analysis S. Melanie Hoell The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Hoell, S. Melanie, "The undergraduate experience of turnaround after academic suspension: A phenomenological analysis" (2006). Graduate Student Theses, Dissertations, & Professional Papers. 9602. https://scholarworks.umt.edu/etd/9602 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission No, I do not grant permission Author's Signature: Date: 1I2 J Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE UNDERGRADUATE EXPERIENCE OF TURNAROUND AFTER ACADEMIC SUSPENSION: A PHENOMENOLOGICAL ANALYSIS by S. Melanie Hoell B.S. Barnard College, Columbia University, 1974 M.A. University of Montana, 1977 Presented in partial fulfillment of the requirements For the degree of Doctor of Education The University of Montana May 2006 Approved by: dAlUM j)U£AJ / J nrperson Dean, Graduate School Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3234432 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3234432 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Hoell, S. Melanie, May 2006 Counselor Education and Supervision The Undergraduate Experience of Turnaround after Academic Suspension: A Phenomenological Analysis Chairperson: Catherine Jenni, Ph.D This study investigated the perceptions of six college students who experienced academic difficulty, academic suspension, and an eventual academic turnaround to return to good academic standing at The University of Montana in 2005. The researcher applied a qualitative, phenomenological/psychological methodology developed by Amedeo Giorgi to access, analyze, and explicate the subjective and psychological dimensions of the phenomenon. The results of the data analysis revealed that the participants traveled an emotional path that consisted of three parts. The journey was characterized by two academic spirals, first a downward one and later an upward one that was mitigated by a transformational pivot which changed the direction of the spiral. During their initial college experience, the students felt overwhelmed, inadequate, different from other students, and eventually disengagement from the college experience. As the students struggled academically they felt frustrated, confused, anxious, guilty, embarrassed, and ashamed and when academically suspended, the students were shocked, afraid, in denial, and they felt cornered and forced to reflect on their life circumstances. During the students’ return to good academic standing, they made a conscious decision to change and develop different habits, felt empowered and changed by success and support, and were hopeful and looked toward the future. This study hoped to benefit the subjects themselves by providing an opportunity for them to share, examine, and understand their college experience. The study has implications for other students who may experience similar circumstances and for other stakeholders in the successful college experience: college retention personnel, educational administrators, and school counselors and advisors who are dedicated to improving students’ adjustment to college, academic success, and persistence and graduation rates. 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. For Ma iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgements I am very grateful to my dissertation chair, Cathy Jenni, Ph.D., for her long-time support and belief in this project and me. Her gentle, calm demeanor came in handy more than once, and I thank her for her generous, speedy, and insightful comments on the progress of my work. I’m just now beginning to understand why she refers to research as “play”. I also wish to thank my good friend and favorite Latin professor, Jim Scott, Ph.D., for being a member of my committee and for remaining positive in the face of my seemingly never-ending editorial errors. I am grateful also for my other committee members. Thank you, Gyda Swaney, Ph.D., for the smart things you always say. Thank you, John Sommers-Flanagan, Ph.D., for your delightful sense of humor. And thank you, Aida Hutz, Ph.D., for your sensitive comments and the tip on thait essential article. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents Chapter One: Introduction 1 Background of the Problem 2 Measures of College Success 4 The Individual College Student 6 Statement of the Problem 8 Rationale 10 Design of the Study 11 Discussion of Terms 13 The University of Montana in 2005 13 Academic Standing 14 Other Retention Terminology 15 The Researcher 16 Chapter Two: Literature Review 17 Historical Overview 19 Why College is Important 23 The Economics of American Higher Education 27 The College Experience 30 College Student Retention and Persistence 31 Institutional Measures 33 College Student Retention 36 Predictive Delta 37 Persistence and Graduation Data 39 Attrition/Departure 40 Student Satisfaction/Institutional Engagement 42 College Student Adjustment 45 Freshman Year Experience 45 First Semester Adjustment 46 First Generation in College 47 Ethnicity 48 Psycho-Social Adjustment Issues 51 Disability Issues 56 Non Traditional/Adult Learners 57 Transfer Students 58 Undecided, Exploratory, Open Students 58 Institutional Factors 60 College Retention Programs 61 Academic Difficulty, Suspension, and the Phenomenon of Turnaround 64 Summary 66 Chapter Three: Methodology 68 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Overview of Educational Research 68 Description of the Phenomenological Method 72 Evaluation Criteria 77 Rationale for Phenomenological Research 80 Procedure 80 The Participants 80 Pilot Interviews 83 Characteristics of the Sample 83 Data Collection: The Interviews 85 The Interviewer 88 Limitations 89 Representative Sample 89 Descriptive Research 90 Reward Effect for Participation 90 Delimitations 90 Data Analysis: A Description of Phenomenological Reduction 91 Chapter Four: Data Analysis and Results 94 Phenomenological Reduction 96 Level One: Verbatim Transcriptions 97 An Example of Level One 97 Level Two: Spontaneous Meaning Units 98 An Example of Level Two 99 Level Three: Emergent Themes 100 An Example of Level Three 100 Level Four: Transformation 101 An Example of Level Four 102 Level Four for All Six Participants 102 Participant One (Mattie) 102 Participant Two (Jenae) 104 Participant Three (Noah) 106 Participant Four (Jasper) 109 Participant Five (Rita) 112 Participant Six (Ian) 116 Level Five: Fundamental Description 119 Level Six: Essential Description 120 Chapter Five: Discussion 122 College Transition and Adjustment 123 Feeling Overwhelmed, Inadequate, and Different From Their Peers 123 Being Unmotivated Due to Uncertainty About Goals and College 131 Being Disengaged from the College Experience 134 The Experience of Academic Difficulty and Academic Suspension 138 Feelings of Frustration, Confusion, and Anxiety 138 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Feelings of Guilt, Embarrassment, and Shame 141 Feelings of Shock, Fear, and Denial When Faced with Suspension 143 Feeling Cornered and Being Forced to Reflect 147 Academic Turnaround 150 Making a Conscious Decision to Change/Develop Different Habits 150 Feeling Empowered and Changed