ED477913 2003-04-00 Counseling

Non-Traditional Students at the

Community College. ERIC Digest.

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Counseling Non-Traditional Students at the Community College. ERIC

Digest...........................................................................1

A CHANGING DEMOGRAPHIC............................................. 2

CHALLENGES NON-TRADITIONAL STUDENTS FACE................ 2

ADDRESSING THE COUNSELING NEEDS OF NON-TRADITIONAL

STUDENTS................................................................ 3

ADDRESSING THESE NEEDS WITH LIMITED RESOURCES........ 4

REFERENCES.................................................................. 4

ERIC Identifier: ED477913

Publication Date: 2003-04-00

Author: Ryan, Edward Francis

Source: ERIC Clearinghouse for Community Colleges Los Angeles CA.

Counseling Non-Traditional Students at the

Community College. ERIC Digest.

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ED477913 2003-04-00 Counseling Non-Traditional Students at the Community College.

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Within ther Community college setting, counseling centers were developed to help

students "find and effectively use the information, skills, insight, and understanding they

need in order to be successful, first and primarily in the college and secondarily, later in

life" (Helfgot, 1995 p. 49). While there has been some variation in the types of services

available, counselors have historically provided academic advising, career guidance,

and personal counseling (Coll, 1993; Helfgot, 1995). Today the profile of the typical

community college student is quite different than when counseling centers originated

some forty years ago, but the services offered look basically the same (Cohen and

Brawer, 1996). The change in student demographics has caused many to question

whether the counseling models developed in the 1960s still meet the needs of today's

students (Pascarella and Terenzini, 1998; Pineda and Bowes, 1995).

This digest addresses this issue, first exploring how the shifting demographics of

community colleges affect the counseling function and then offering suggestions that

counselors and researchers can employ to ensure that the services provided addresses

the needs of today's students.

A CHANGING DEMOGRAPHIC

Since the early 1970s, the student demographics at community colleges have shifted

significantly. As Pineda and Bowes (1995) note, "older, part time students; full time

workers; evening students; commuter students; and women represent a significant

population in today's community colleges" (p.151). In 1970 for example, women

constituted 40% of students attending community college, whereas they comprised 59%

in 1999 (NCES, 2003). Additionally, the enrollment status of students has changed as

part-time students now account for 61% of all those enrolled (NCES, 2003). Community

colleges are becoming more ethnically diverse. Minority students constituted 19% of

those who attended two-year institutions in 1971, and now account for 33% of the

population (NCES, 2003). Finally, the community college has seen a rise in the number

of students who are older (Coley, 2000), first generation (Phillippe and Valliga, 2000),

immigrants (Brilliant, 2000; Do, 1996) and single parents (Phillippe and Valliga, 2000).

CHALLENGES NON-TRADITIONAL STUDENTS

FACE

Given the change in demographics, there is an increasing concern that the established

theories and practices used in counseling are problematic since they are based on the

experiences of traditional college students (Aragon, 2000; Pascarella and Terenzini,

1998). Recognizing this possibility, researchers are now exploring the unique

challenges non-traditional students face. For example, scholars have noted that older

students tend to have significant family responsibilities, work commitments, and off

campus obligations that can impede their academic progress (Durodoye et al, 2000).

Additionally, many researchers are examining the manner in which adults learn.

Merriam and Caffarella (1999) argue that adult students encounter a number of

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Page 2 of 6 ED477913 2003-04-00 Counseling Non-Traditional Students at the Community College.

ERIC Digest.
biological, psychological, and sociological changes as they grow older, all of which can

affect learning. Accordingly, the authors make the argument that those working with

adult learners need to be sensitive to their life experiences.

Researchers have also explored the role of gender in learning. Concerned that women

have been historically marginalized with the academy, Hayes (2000) examined how the

educational environment, and, in particular, faculty interactions, institutional culture, and

the curriculum can affect the manner in which women learn. She notes that the use of

certain textbooks and teaching styles reinforce gender stereotypes and ultimately affect

the success of female students.

Other studies have examined how cultural values can impede the success of

non-traditional students (Brilliant, 2000; Do, 1996). In a study of first generation and

immigrant students, Do (1996) notes that those who are not from the mainstream

culture may face difficulty adjusting to a new environment. Specifically, Do argues that

students educated in some Asian and Latin American countries learn in a system that

values intuitive and experiential processes whereas the United States focuses on the

development of analytical and linear modes of thought. Consequently, these immigrant

students "encounter difficulties when confronted with schoolwork that is geared for

abilities with which they have the least experience and proficiency" (p.12). If counselors

are unaware of these differences in learning style, they may misinterpret poor

performance as a lack of ability when it is instead an issue of adjustment to new modes

of learning.

ADDRESSING THE COUNSELING NEEDS OF

NON-TRADITIONAL STUDENTS

While the aforementioned examples in no way provide a complete overview of the

challenges non-traditional students face, they illustrate the disconnect that can occur

between community college students and their counselors. Hoping to raise awareness,

higher education scholars have argued that community colleges should employ a

number of strategies to better understand and work with non-traditional students. For

example, Pascarella and Terenzini (1998) argue that the higher education community

should conduct research on the development processes of non-traditional students.

Concerned that we know far too little about the intellectual and social development of

non-traditional students, these authors suggest a national profile of community college

students be developed which can then be used to help form new models of counseling.

Other scholars note that such research can also be used to provide training and

workshops for faculty, staff and students. Brilliant (2000), for example, argues that

institutions should provide in-service training for their faculty and counseling staff so that

they can better understand students' needs and develop action plans to address those

needs. Along a similar line of thought, Do (1996) states that counseling centers should

use research to help develop academic and life skills workshops that are geared toward

the needs of non-traditional students.

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ED477913 2003-04-00 Counseling Non-Traditional Students at the Community College.

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Additionally, some researchers think that community college counselors need to better

understand the perspective of students. Brilliant (2000), for example, argues that

counselors need to spend time with their students, listen to their stories, and pay

particular attention to their life histories. In doing this, the author believes the counselors

will have better insight into the needs of their students and be able to develop action

plans to address those needs. Similarly, Do (1996) urges community colleges to recruit

and hire bilingual and bicultural counselors as they will be better prepared to serve as

role models and resources.

ADDRESSING THESE NEEDS WITH LIMITED

RESOURCES

Meeting the counseling needs of non-traditional students has been viewed by some as

asking the community colleges to provide more services in an environment where the

resources are becoming scarce (Durodoye et al, 2000). Recognizing this challenge,

Helfgot (1995) suggests that community colleges invest in technology to improve the

quality and accessibility of counseling. In practical terms, the author suggests that

community colleges create web-based programs that allow students to enroll for

courses, obtain degree audits or transcripts, conduct job searches, and address basic

questions related to academic policy and advising. While Helfgot does not assume nor

want computer-based technology to replace the counselor, he does believe that such

systems will reduce counselor workload, which will ultimately allow counselors to focus

their energies toward more significant issues facing today's community college students.

From a review of the literature, it becomes clear that there are several significant

challenges facing community college counselors. As noted, counselors are seeing a

new type of student who does not fit the traditional profile of a college student.

Accordingly, counseling centers need to reconceptualize the strategies, models, and

manner in which they provide services so that their efforts are more in union with the

needs of the population being served.

REFERENCES

Aragon, S.R. (2000) Editor's Notes. In S.R. Aragon (Ed.). Beyond Access : Methods and

Models for Increasing Retention and Learning Among Minority Students. New Directions

for Community Colleges, no 112. San Francisco: Jossey-Bass.

Brilliant, J.J. (2000). Issues in Counseling Immigrant College Students. Community

College Journal of Research and Practice. 24, 577-586.

Cohen, A.M and Brawer, F.B. (1996). The American Community College. (3rd edition).

San Francisco: Jossey-Bass.

Coley, R.J. (2000). The American Community College Turns 100: A Look at its

Students, Programs, and Prospects. Policy Information Report. Princeton, NJ:

www.eric.ed.gov ERIC Custom Transformations Team

Page 4 of 6 ED477913 2003-04-00 Counseling Non-Traditional Students at the Community College.

ERIC Digest.
Educational Testing Service. (ERIC Document Reproduction No ED 441 553).

Coll, K.M. and Rice, R.L. (1993). Role Conflict Among Community College Counselors.

Community College Review 21 (1), 58-67.

Durodoye, B.A., Harris, H.L., and Bolden, V.L. (2000). Personal Counseling as a

Function of the Community College Counseling Experience. Community College

Journal of Research and Practice. 24, 455-468.

Do, V.T. (1996). Counseling Culturally Different Students in the Community College.

Community College Journal of Research and Practice. 20, 9-21.

Hayes, E. (2000) Social Contexts. In E. Hayes and D.D. Flannery (Eds.). Women as

Learners: The Significance of Gender in Adult Learning. San Francisco: Jossey-Bass.

Helfgot, S. (1995) Counseling at the Center: High Tech, High Touch. In S.R. Helfgot and

M.M. Culp, M.M. (Eds.). Promoting Student Success in the Community College. New

Directions for Student Services, no 69. San Francisco: Jossey-Bass.

Merriam, S.B. and Caffarella, R.S. (1999). Learning in Adulthood: A Comprehensive

Guide. (2nd Edition). San Francisco: Jossey-Bass.

National Center for Education Statistics. (2003). Digest of Education Statistics.

Washington D.C.: United States Department of Education.

Pascarella, E.T. and Terenzini, P.T. (1998). Studying College Students in the 21st

Century: Meeting New Challenges. The Review of Higher Education. 21 (2), 151-165.

Pineda, E.N. and Bowes, S.G.. (1995). Multicultural Campuses: The Challenge For

Community College Counselors. Community College Journal of Research and Practice.

19, 151-160.

Phillippe, K. A. and Valiga, M.J. (2000). Faces of the Future: A Portrait of America's

Community College Students. (Summary Findings Report). Washington D.C.: American

Association of Community Colleges. (ERIC Document Reproduction No. ED 439 760).

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University of California, Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles,

CA 90095

Title: Counseling Non-Traditional Students at the Community College. ERIC Digest.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC Clearinghouse for Community Colleges. University of California

at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel:

310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html.

Descriptors: Academic Advising, College Students, Community Colleges, Counseling

Theories, Educational Counseling, Nontraditional Students, Organizational Culture,

School Demography, Student Adjustment, Student Characteristics, Student Educational

Objectives, Student Needs, Two Year Colleges

Identifiers: ERIC Digests

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