Date of Graduation
5-2024
Document Type
Thesis
Degree Name
Master of Social Work (MSW)
Degree Level
Graduate
Department
School of Social Work
Advisor/Mentor
Kimberly Stauss
Committee Member
LaShawnda Fields
Second Committee Member
Emily Woodruff
Keywords
Autoethnography; College transition; Intervention; Nontraditional student; Social Connection; Writing Prompts
Abstract
This study explores the transition nontraditional students undergo as they embark on their college journey and the unique challenges they face. Leveraging autoethnographic writing prompts as an intervention strategy, the project employed a participatory approach over virtual platforms to capture the tapestry of experiences and connect participants to form a supportive community. Participants included older individuals with work experience, some who experienced parenthood, or those returning after an extended break. Through crafted prompts, individuals shared their academic journey, balancing work, and family responsibilities. The reflections gathered provide valuable data, offering insights into the challenges and triumphs of nontraditional students. The study demonstrated the power of autoethnographic writing prompts in fostering connections which led to the formation of peer support networks. The study presents targeted strategies for supporting nontraditional students nationwide during their college transition.
Citation
Beazer, B. L. (2024). Navigating Transitions: Utilizing Autoethnographic Writing Prompts to Support Nontraditional College Students. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5291