Chapter 9: Differences Between College Student-Parents’ and Nonparents’ Factors of Motivation and Persistence

The increasing numbers of newly identified lifelong learners (nontraditional students) leads to a dynamic environment as adult learners and their needs are being recognized (Goodman & Simms, 2005; Lloyd & Griffiths, 2008). Enrollments of nontraditional students are expected to increase more significantly than traditional students over the next 10 years (Michelau & Lane, 2010; National Center for Educational Statistics, [NCES], 2009). Students who are parents represent one group of nontraditional students. Literature suggests unique barriers occur for nontraditional students in enrollment, retention, motivation, and persistence including academic, financial, social, cultural, and personal issues (Dougherty & Woodland, 2009; Flint, 2005; Frey, 2007; Fusch, 2010; Grayson, 1996; Spellman, 2010). Nontraditional student categories (adult learners) show different views and perceptions in overcoming obstacles as they persist toward degree attainment (Brown, 2004; Chaves, 2006; Kinser & Deitchman, 2007).