Nontraditional student

It is uncertain exactly how or when the term “nontraditional student” was first incorporated into educational language. However, it is thought that K. Patricia Cross is responsible for the phrase becoming the accepted and appropriate term to describe adult students. In the United States, gender was a defining characteristic of nontraditional students, with women (particularly older women) being viewed as unusual; but gender is no longer a defining characteristic of nontraditional students in the United States due to women making up most of the college population and the decline of male students. Most studies also agree that part-time students are nontraditional, but there is disagreement in literature. According to National Center for Education Statistics (NCES) other defining characteristics of nontraditional students are: • Delays enrollment (does not enter postsecondary education in the same calendar year that high school ended) • Attends part time for at least part of the academic year • Works full-time (35 hours or more per week) while enrolled • Is considered financially independent for purposes of determining eligibility for financial aid • Has dependents other than a spouse (usually children, but may also be caregivers of sick or elderly family members) • Does not have a high school diploma (completed high school with a GED or other high school completion certificate or did not finish high school) ==Demographics==

Regarding the 2011-2012 demographics distribution of nontraditional undergraduate students in the United States, the following were identified by the National Center for Education Statistics: The NCES divides tertiary educational institutions into three categories: public, private-non-profit, and private-for-profit (PFP). With regard to the age demographic of students enrolled in these institutions, the NCES uses three age categories: under 25, between 25 and 34, and 35 and older. According to its most recent publication, in a section called The Condition of Education 2013,"most nontraditional students are enrolled in PFP’s. In fact, for the fall enrollment in 2011, in four-year PFP institutions 71% full-time and 78% part-time students were at least 25 years old or older. In two-year PFP institutions, 52% full-time and 61% part-time students were also included in this 'nontraditional' category." ==Special characteristics==

Nontraditional students frequently have different characteristics than traditional students, experience different barriers, and have different instructional and campus support needs than traditional students. While many institutions offer programs for nontraditional students and services in response to their specific needs, it is frequently observed that traditional higher education programs and policies are geared toward, and the outcome of, the previous era when traditional students were the main market for higher education. Institutional barriers most frequently identified in research include difficulty obtaining financial support, negative attitudes toward adult learners, a general lack of resources at times and places suitable to adult learners, and recognition of prior learning and academic credentials. Situational barriers most frequently experienced by adult nontraditional students typically include managing multiple conflicting responsibilities in addition to their studies (e.g., life and work responsibilities and roles), financial problems and limited financial aid options for nontraditional students, lack of adequate and affordable childcare services, and lack of support from others. ==See also==