The start of a new academic year is an exciting time, but as universities across the United States welcome students back to campus, they face a critical challenge: retaining the New Majority learner.
The first day on campus can be daunting for any student, filled with a mix of excitement and anxiety. Colleges are seeing an increasing amount of students arriving underprepared, and for the New Majority learner, this feeling can be amplified by a host of unique, interwoven challenges that need to be supported.
This demographic, which now makes up the majority of students in higher education, consists of non-traditional learners who often face unique obstacles.
The question is, how can institutions ensure long term viability, retain and support this diverse student population?
The three learning challenges and their impact on retention
The New Majority learner is a complex group, and their challenges are often interconnected. A number of characteristics that define these students, including being over the age of 22, working while studying, being a parent, or being a first-generation college attendee. The challenges faced by these students can be categorized into three overarching themes.
The time poor learner
This group includes students who are working, are parents, or have other responsibilities that limit their time for studying. In fact, 69.3% of students work while studying.
Picture the working parent, balancing busy routines with children alongside working either full or part time, now also trying to weave in time for classes and to complete assignments.
For these students, balancing their academic life with other commitments is a primary goal, and they may more likely feel the need to leave their program for financial reasons rather than a lack of academic ability.
To ensure these students persist when facing these external challenges, it’s vital that institutions acknowledge these pressures and provide flexibility for their learning as well as understanding of their unique circumstances.
The underprepared learner
This persona includes first generation students, veterans, and international students. First generation students, who make up 29.6% of the student population, often lack the necessary study skills for the academic rigor of college and may feel a sense of separation from their peers and faculty.
These learners may feel overwhelmed by the demands of academia, intimidated by their seemingly more prepared peers, and unsure of how to navigate this new environment.
Imagine the first generation student navigating the complexities of higher education without family guidance, the veteran transitioning from the military to the classroom, or the international student adjusting to a new academic culture.
A lack of family support structures and cultural capital can make it difficult for these students to navigate the "hidden curriculum" of college, but despite this, they have a deep desire to learn, to grow, and to prove themselves.
The learner with barriers
This category encompasses students with disabilities, mental health challenges, or language barriers. Since 2004, the number of neurodiverse learners has increased by 267%, and 16.5% of learners identified as neurodiverse in 2022.
These students are 26% less likely to complete their courses compared to their peers. Additionally, a staggering 65% of students with a disability do not report it to their college, often due to fear of stigma or a belief that the resources offered are not useful.
These learners often face significant hurdles in accessing and processing information. They may struggle with attention and concentration, feel overwhelmed by information overload, and find organization a daunting task.
And beyond the academic challenges, they may also encounter social stigma, experience a lack of confidence, or added stress related to their learning differences, leaving them feeling isolated.
The challenges of this group can be exacerbated by traditional teaching methods that overlook universal struggles with engagement and focus. It's essential that this group feels supported and that their needs are met to encourage them to persist with their learning journey.
How to improve retention of New Majority learners
To address these challenges and improve retention, despite a wide range of needs, institutions must adopt a success-first model that moves beyond compliance and focuses on holistic student development. This approach can be centred around three core values: equip, empower, and encourage.
- Equip: Provide students with the right tools and technology to support their personal learning journey, making education more accessible for everyone. Assistive technology, for example, has a demonstrable, positive impact on the learning experience of all students, not just those with registered disabilities.
- Empower: Proactively engage with students and provide personalized support plans to help them develop essential study skills. This includes offering study skills courses that can level the playing field for students from diverse academic backgrounds.
- Encourage: Foster a collaborative environment and a sense of belonging by partnering across departments and taking a strengths-based approach. For first-generation students, creating a community with peers and mentors who share similar experiences is a crucial aspect of support.
By embracing these principles and focusing on the unique needs of the New Majority learner, institutions can welcome students back to a more inclusive, equitable, and effective learning environment.
