ERIC Number: ED449533
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
Special Admissions Students: Dis-Engaged from the Educational Enterprise.
Hinchcliff-Pelias, Mary; Lind, Scott L.; Treinen, Kristen P.
Special admissions programs may offer access into higher education for students who, for various reasons, do not meet the institutions' standard admissions criteria. Once the special admissions status has been granted, these programs provide support to these students. This paper is not a critique of special admissions programs in general or specifically. What the paper focuses on is an examination of one dimension of one such program at one institution. The paper provides an examination of the communication contained within documents produced by the special admissions program at a large Midwestern university, pointing out that these documents are created for dissemination to students (and their parents) that are specially admitted to the university through the special admissions program. It contends that an examination of these documents can provide useful information regarding how and if these students are engaged (or dis-engaged) in their education at this particular university. According to the paper, the documents examined were booklets, letters, and brochures created by the special admissions program and provided to targeted students between the years 1993 through 2000. Findings suggest that, because the special admissions program appears to be consistent with the epidemiological model of at-risk students, the program has the potential to leave students feeling isolated from other "normal" college students and disempowered to change their situations--it makes students feel at fault for their academic "malady." Ultimately, the program's literature informs in the student the belief that academic success is solely the responsibility of the student. (Contains 15 references.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A