Date of Conferral

10-23-2025

Degree

Ph.D.

School

Psychology

Advisor

Jane Lyons

Abstract

Female African American nontraditional students (25+ years with family and work demands) have high attrition rates, they leave degree programs before graduating, worsening socioeconomic disparities. This phenomenological study described their experiences with support services, which shaped student self-efficacy related to completing programs, and identified what changes were needed to improve support for higher graduation rates among female African American nontraditional students participating in 2-year degree programs offered by junior colleges. Guided by Bean’s industrial model of student attrition and Fishbein and Aizen’s importance of intention model, the study posed two research questions: What are the lived experiences of female nontraditional African American students in junior college programs, particularly regarding the support services offered to them by their schools, and what support services and resources do female nontraditional African American students in junior college programs describe as value-adding and necessary to reduce their attrition rates? Eight participants were recruited via social media and interviewed through Microsoft Teams. Content analysis revealed four key themes: Good access to support services that meet the school's needs, moderate-to-poor access to support services that address students' needs, barriers to graduation, and what students think would support graduation success. Findings suggest that aligning support services with the lived realities of nontraditional students can reduce attrition and foster positive social change. Educational leaders are encouraged to redesign interventions that reflect students’ practical needs and lived experiences.

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