Academic Probation: How Students Navigate and Make Sense of their Experiences
File(s)
Date
2010-10Author
Sage, Toni L.
Publisher
University of Wisconsin-Stevens Point, College of Fine Arts and Communication
Metadata
Show full item recordAbstract
This study explores how students on academic probation navigate and make sense of their
experiences at one university. Quantitative methods were used to determine what student
characteristics were most overrepresented on probation. Qualitative methods were used to
identify student experiences and challenges and how students were navigating their probationary
placement. Demographic characteristics of students who were overrepresented on probation
included students who were: male; of lower prior academic achievement; early in their college
career; ethnic or racial minorities; first-generation college students; transfers; low-income; and
over the age of 24. The primary reasons cited for academic difficulties included under-preparedness
or lacking academic success strategies appropriate for college-level academic work.
Additional experiences that contributed to students‘ overall difficulty in college included:
institutional and instructional challenges; lack of meaningful advising and mentoring experiences;
reluctance to seek help; lack of knowledge or use of support services; interference from
disabilities; financial challenges; family, personal, or social challenges; and extended absences.
Three issues stood out as particular concerns regarding the efforts to improve student success and
retention: the complex and unique web of challenges that each student faced; reluctance to seek
help on the part of many students; and the intense reaction by some to their lack of academic
progress. Recommendations are offered for consideration, including assisting students with the
development of academic success strategies, addressing institutional and instructional challenges,
improving advising and mentoring practices, and implementing a mandatory probationary
intervention program.