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ERIC Number: ED560467
Record Type: Non-Journal
Publication Date: 2013
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-9622-9
Academic Suspension and Student Adjustment: How Students Make Meaning of Their Experiences
Houle, Nicole M.
ProQuest LLC, Ed.D. Dissertation, Northeastern University
The success of students in colleges and universities is a critical issue facing most institutions today. While the success rate of students, particularly at-risk students, continues to be explored by many researchers, the population of students who are academically suspended has not been well represented in the literature. This study investigated the lived experiences of college students who experienced academic difficulty, academic suspension, and re-enrollment. Themes that emerged from the analysis include, Factors Contributing to Poor Academic Performance, Emotional Consequences of Academic Suspension, Relational Consequences of Academic Suspension, Factors Contributing to Reinstatement, and Emergence of Changing Behaviors. The findings of this study have implications for practice regarding the ability to improve retention and persistence rates of academically suspended students. Recommendations include reframing student support services and providing continued advisement of students during academic suspension. One recommended area for future research includes investigating the role of emotive responses such as shame, anxiety, and pride in the experiences of students on academic suspension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A