Focusing on non-traditional students in higher education institutions, this new book from renowned scholar John Levin examines the extent to which community college students receive justice both within their institution and as an outcome of their education.

Focusing on non-traditional students in higher education institutions, this new book from renowned scholar John Levin examines the extent to which community college students receive justice both within their institution and as an outcome of their education.

This book employs a socio-cultural approach to study the organizational dynamics and experiences of self-formation that shape community college life. The authors use case studies to analyze both the symbolic dimension and practices that enable the production of educational experiences in seven community colleges across the U.S. Levin and Montero-Hernandez explain the construction of organizational identity and student development as a result of the connection between institutional forces and individual agency. This work emphasizes the forms and conditions of interaction among college personnel, students, and external groups that were enacted to respond to the demands and opportunities in both participants local and larger contexts. The authors acknowledge both the collective and individual efforts of community college personnel to create caring community colleges that support nontraditional students.

The purpose of this qualitative study was to explore the perceptions and development of community college students as they navigate stigmas associated with a 2-year collegiate institution within the mid-Atlantic region. Community colleges continue to be labeled as a disservice in regard to academically and holistically preparing nontraditional students to matriculate to 4-year institutions. This persistent myth has been presented through the lens of prominent researchers. However, the literature lacks research from the perception, experiences, and most importantly the voice of the nontraditional student. This study enables this marginalized population to be heard through a phenomenological approach. The purpose of this qualitative study was to explore the experiences of urban community college students and how they are able to navigate through trials/tribulations and extenuating circumstances to obtain an associate's degree. More specifically, this study focused on eight student-athletes and examined these nontraditional students' holistic and wellness development, personal and academic development, and self-identity.

A college guide geared to the older, non-traditional student shares vital information on program selection, the application process, financial aid, campus life, and other topics necessary for earning a traditional degree despite age or background. Original.