Creating Supportive Educational Communities for Non-Traditional Women in Student Affairs Preparation Programs

Abstract

The image of a master’s degree student in a student affairs preparation program (SAPP) is not likely a woman over 30 with children. This constructivist qualitative study explored the deficits faced and navigation strategies of 13 non-traditional-aged women from two SAPPs to improve program access, recruitment, experiences, and retention. The findings include the (re)negotiating and (re)prioritizing of roles and successful support mechanisms. The study provides recommendations for SAPP faculty and administrators.