“By Then It Was Too Late”: Identifying Under-Researched Variables Affecting Student Decisions Around Class Attendance

Authors: Mellinia Perez, Daniel McLane

SUNY Campus: SUNY Canton

Presentation Type: Poster

Location: Old Union Hall

Presentation #: 11

Timeslot: Session D 3:00-4:00 PM

Abstract: This exploratory study sought to add in-depth student narratives to the existing literature on class attendance and contribute to a better understanding of trends in retention rates. In collecting these narratives, I hoped to identify factors impacting college students’ decision whether to attend in class that were not reflected in the literature. My hypothesis, based on my own lived experience, was that previous research may have overlooked important factors. I used a purposive sampling frame based on retention rates at a small public college in the Northeast. I collected and analyzed ten narratives from students that revealed a complex interplay between personal circumstances and educational engagement. My first main finding was that trauma plays a significant role in students' decision. Many students struggled to balance mental health, school, ongoing family financial, legal or emotional issues that required attention and an increase in hours worked to support themselves. The study also revealed that modality (e.g., in-person vs. online classes) shaped students’ sense of connection to their education especially in a student’s first year, with a lack of connection compounding the impact of other factors. Based on these findings I believe both trauma and modality require further research. While not a goal of the research I found that, until they are asked to think critically about it from a peer in a non-judgmental setting, many students were not fully aware of how academic habits, such as attendance engagement affect their overall success. This may suggest an important role for peer mentoring.