As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
Bachelor of Science (B.S.)
College of Sciences
Dissertations, Academic -- Sciences; Sciences -- Dissertations, Academic
UCF South Lake
Length of Campus-only Access
Honors in the Major Thesis
Thally, Robert, "A Dialogical Approach of Group Identity Salience and the Academic Competence of Nontraditional College Students" (2013). HIM 1990-2015. 1471.