{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1298"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1298","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"The Nontraditional Community College Student: A Phenomenological Approach to the Educational Experience","abstract":"Nontraditional students make up a larger population at community colleges than their traditional counterparts making this study a necessity to further explore their experience (American Association of Community Colleges, 2013). To better understand this population, a phenomenological approach was taken with an emphasis on a social constructivism framework. This qualitative study utilized Seidman's (2013) three step interviewing process with the aid of photographs taken by the participants to elicit in-depth interview responses. Moustakas' (1994) modified Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data was used in this study. Four themes emerged from participant's photographs and interviews: motivation, helpful faculty/staff, external responsibilities, and past educational experiences. Looking through the lens of an individual's educational experience provides a critical understanding of realities that can potentially impact policy.","abstract_html":"Nontraditional students make up a larger population at community colleges than their traditional counterparts making this study a necessity to further explore their experience (American Association of Community Colleges, 2013). To better understand this population, a phenomenological approach was taken with an emphasis on a social constructivism framework. This qualitative study utilized Seidman's (2013) three step interviewing process with the aid of photographs taken by the participants to elicit in-depth interview responses. Moustakas' (1994) modified Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data was used in this study. Four themes emerged from participant's photographs and interviews: motivation, helpful faculty/staff, external responsibilities, and past educational experiences. 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