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At-Risk

At-Risk College Students

Victoria Acevedo

CCHE 620

Professor Grace

September 11, 2016

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Traditionally, when the term at-risk student was used, only one facet of the

student was considered. However, the term at-risk college student has evolved over the

years. According to Bulger and Watson (2006), in years past students who were at-risk

included students in a certain race or class. Nowadays, the term is used in a broader

context to include students who are considered to have a higher probability of failing

academically or dropping out of school (Horton, 2015, p. 83). This definition of an at-

risk student no longer isolates people from certain races or classes but is more inclusive

to any circumstance that could threaten a students ability to achieve academic goals,

which are not necessarily attributed to their race or class (Horton, 2015). The

characteristics of at-risk students can be divided into three groups: background, internal,

and environmental factors (Bulger & Watson, 2006).

Background characteristics of at-risk students include first generation college

students, a lack of college knowledge, academic unpreparedness, low socio-economic

status, cultural or language barriers, the physically challenged or emotionally impaired

(Horton, 2015). It is clear that background characteristics highlight the impact of society,

culture, and economics on at-risk students. Many times these influences on at-risk

students are interconnected. When students do not feel they fit in either because of a

cultural or language barrier it is more difficult for them to persist in college because they

feel like outcasts. Likewise, any barrier stemming from physical or emotional challenges

are further obstacles for students to overcome in achieving academic success. Students

who come from families of low socio-economic status or low-income usually view higher

education as a luxury compared to working and contributing financially to the family

household (Bonham, 2014). Students who come from low-income and low socio-
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economic families are an example of how both social and economic factors can influence

an at-risk student.

The background characteristic of first-generation students is closely related with

how cultural tendencies can lead to at-risk college students. Parents of first-generation

students are less likely to have a professional career and therefore more likely to have a

lower income (Romero, 2009). Therefore, first-generation students are more likely to

have a lack of knowledge of the various processes of college and have a difficult time

transitioning to college because they do not have the advice or guidance from their

parents. According to Bonham (2014), many times low-income students feel a sense of

guilt for leaving their loved ones behind in the pursuit of higher education. These students

can often feel immense pressure to succeed, feel isolated from their peers and feel

unprepared for college (First Generation College Students at Carolina, 2013).

Internal factors of at-risk students relate to students who have unrealistic goals,

lack self-confidence and self-efficacy, have an external locus of control, lack motivation

and self-discipline, and have no support network (Horton, 2015). Students who lack

confidence, who believe they are unable to do the work college requires, or who do not

have the motivation or self-control to complete a task even with their future goals in

mind, are more likely to fail in college (Horton, 2015). Also, students who lack

accountability and view their destiny as pre-determined or something they have no

control over as well as having no perceived or actual support system will have a more

difficult time succeeding in college (Bulger & Watson, 2006).

Behavioral characteristics of students can also affect college success and put them

at-risk. These behaviors are a subset of the internal factors and can be grouped into four
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categories: perseverance, having an academic mindset, learning strategies, and social

skills (Horton, 2015). Academic perseverance is that quality that allows someone to

continue trying to do something even though it is difficult (Horton, 2015, p. 87). With

regards to perseverance, students who procrastinate, lack self-discipline, are

irresponsible, and afraid of failure are less likely to persist through college (Horton,

2015). College is undoubtedly difficult for even the most astute learner because it

presents many obstacles and challenges. When students lack perseverance it makes it

that much more difficult to be successful in college.

Having an academic mindset refers to the students beliefs about their own

intelligence and ability (Horton, 2015). The behaviors associated with an academic

mindset directly relate to the internal at-risk factors. Lacking an academic mindset can be

represented when students are unmotivated to complete tasks or apply themselves to

learning. This occurs when students do not complete a task either because they believe

they are incapable or because they are capable but do not have the determination to

complete academic tasks. Further, lacking an academic mindset can be displayed through

students who lack career aspirations and do not set realistic goals towards achieving

them.

Learning strategies are approaches students take to actively learn and problem-

solve. If students are not able to think critically or are not challenged academically, they

are more likely to fail in school (Horton, 2015). In higher-level courses professors try to

encourage students to be analytical and apply the knowledge they are gaining. This

means, not just memorizing facts but also acquiring knowledge that can be transferred

and applied to real-life situations. Thinking critically and being challenged academically
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appear to be interrelated in that a student who strives to think critically will find

themselves more challenged academically than a student who does not. The student who

does not think critically may think that college is too easy and not apply themselves

accordingly.

Students who are highly self-critical, lack social skills, or who do not have a

support system or mentors can also face difficulty achieving success in college (Horton,

2015). Students who are very hard on themselves and have negative perceptions of their

actions would lack the self-confidence that is required to achieve even the smallest

accomplishments in college. Also, if students do not have a social network in terms of

friends or do not have the social ability to work in groups with other students they would

have difficulty succeeding in college. Many times it is the camaraderie among students

that makes college enjoyable and helps students strive to work harder. The lack of a

support system or mentors either within a students family or among their professors

would also make it difficult to succeed because the student may feel as if no one is

looking out for them to care for their successes or failures.

Environmental factors are those in which students struggle to navigate the

institutional environment. Students who do not take advantage of advising, tutoring, or

student services have a difficult time persisting in college (Horton, 2015). According to

Bulger and Watson (2006), first generation students, as well as non-traditional students,

tend to struggle the most with environmental factors which, in part, relates to seeking

help when needed. First generation students may have a difficult time navigating

environmental factors because they may go to college with little, if any, insight as to the

services offered that could improve their college life. Non-traditional students may not
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take advantage of services provided by an institution because they do not have time or

cannot access the services at times that are convenient for them. Background, internal,

and environmental factors appear to be intertwined with one another and students can

easily exhibit multiple characteristics. Students who exhibit multiple factors increase

their potential to be at-risk (Horton, 2015).

Non-traditional students are considered to be at-risk for several reasons. Non-

traditional students are more likely to be single parents, who work full-time and enroll

(mostly in community colleges or online classes) part-time (Bulger & Watson, 2006).

Further, technology proficiency must be included when considering characteristics for at-

risk adult students (Bulger & Watson, 2006). Non-traditional students, being older than

the traditional college age of 18 24, are more likely to lack the technological skills

needed to succeed in the online classes they are likely to enroll in (Bulger & Watson,

2006). Therefore, non-traditional students may have more difficulty navigating online

discussion boards, completing assignments online, and conducting online research. All of

which, are necessary to take online courses.

Adult learners who return to school after extended periods of time are considered

to be more at-risk (Bulger & Watson, 2006). Students evolve into adult, non-traditional

learners due to common life events such as marriage, pregnancies, providing financial

support for their families, and other personal obligations that would force them to delay

their education. Often times, because of their work and family lives, non-traditional

students need flexible course offerings, which can weigh heavily on their enrollment in

and progress towards higher education (Bulger & Watson, 2006). Some strategies to

encourage the success of non-traditional learners include courses offered in the evenings,
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convenient hours for student services, and faculty having flexible office hours to

accommodate adult learners.

Non-traditional students are also more likely to have unstable study environments,

which can have a negative effect on their academic success (Bulger & Watson, 2006).

For example, non-traditional students may face challenges such as having to take care of

their families in the evening, when traditional students commonly use that time to study.

This translates to late nights studying or studying when time permits, which could affect

their performance in courses. Also, non-traditional students may have to study in familial

or workplace environments with many distractions. Dissimilar to traditional college

students who may be able to seek comfortable study environments with little distractions,

like a nearby library or a quiet dorm room.

There are a variety of demographics that make up diverse learning populations.

Maruyama and Moreno (2000) identify several demographics stating, types of diversity

include gender, race, ethnicity, age, academic majors, career goals, religion, socio-

economic status, and region of the country (p. 22). Similar to how the term at-risk

student has commonly isolated people by race and class, the term diversity has

historically implied the same traits. However, just as at-risk students are affected by many

factors outside their race and class, the term diversity should be all encompassing as well,

taking into consideration the background, internal, and environmental characteristics of

each student and how they can contribute to the class as a whole. Diversity in classrooms

can enhance learning because students can learn about and from students who have a

different background than their own. As institutions for higher education strive to become

more diverse, the goal should not only be to attain students of different ethnicities but
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also various backgrounds with multiple characteristics that increase the level of diversity

in the classroom.

Institutions for higher education need to broaden their definitions of at-risk

students to include any factor that could affect a students potential for success. Colleges

and universities must also identify the students who maintain these characteristics and

enhance student services, to provide resources for these students to ensure their success.

This may require an increased allocation of funds towards student services and promoting

faculty interventions to guide at-risk students, which will further encourage their

persistence. There are many factors that place a student at-risk. Many of these factors are

intertwined, therefore we can no longer consider only one factor when considering the at-

risk potential of a student. Rather, institutions for higher education need to consider the

likelihood that one factor can give rise to other factors, placing a student at an increased

risk of not succeeding in college. It is the responsibility of institutions for higher

education to recognize these factors and provide solutions to increase the chances for the

success of these students. Colleges and universities should not shy away from at-risk

students because the very characteristics that make them at-risk, contribute to the

diversity and the learning within their institutions.

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References

Bonham, B. (2014). Understanding a college-going culture in the secondary level for at-

risk students. The University of Toledo. Retrieved Septemeber 1, 2016, from

http://utdr.utoledo.edu/cgi/viewcontent.cgi?article=2655&context=theses-

dissertations

Bulger, S., & Watson, D. (2006). Broadening the definition of at-risk students. Retrieved

August 31, 2016, from http://www.schoolcraft.edu/pdfs/cce/12.2.23-32.pdf

Horton, J. (2015). Identifying at-risk factors that affect college student success.

International Journal of Process Education, 7(1), 83-101. Retrieved August 31,

2016, from http://www.pcrest.com/research/x2015%20Identifying%20At-Risk

%20Factors%20That%20Affect%20College%20Student%20Success.pdf

Maruyama, G., & Moreno, J. (2000). University faculty views about the value of

diversity on campus and in the classroom. Does Diversity Make a Difference?

Three Research Studies on Diversity in College Classrooms. Washington, D.C.

American Council on Education and American Association of University

Professors. Retrieved September 1, 2016, from

https://www.aaup.org/NR/rdonlyres/97003B7B-055F-4318-B14A-

5336321FB742/0/DIVREP.PDF

Romero, T. (2009). Social networks, social identities, and mindset of at-risk college

students. University of Nebraska Lincoln. Retrieved August 31, 2016, from

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?

article=1011&context=psychdiss
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First generation college students at Carolina strategies to advocate for their success.

(2013). [video]. Retrieved August 30, 2016, from

https://bblearn.nau.edu/webapps/blackboard/content/listContent.jsp?

course_id=_125137_1&content_id=_4331137_1&mode=view