There are many differences between first-time college students and students returning to college after a break. Re-entry students are those who have enrolled in college after an absence of at least one year. One of the most significant differences is that re-entry students are typically more mature and have more life experience. It can be an advantage when it comes to college success. Re-entry students often clearly know what they want to accomplish and are more focused than first-time students. They also tend to be more independent and resourceful. These qualities can help them succeed in college, even if they are returning after a long break. Of course, there are also challenges that re-entry students face. They may need help adjusting to the college environment after being away. They may also struggle to balance their schoolwork with their other responsibilities. Overall, re-entry and first-time college students are more likely to succeed in college if they are prepared for the challenges they may face. All learners should take advantage of their strengths and seek support if needed. College attendees can achieve their academic goals with the right attitude and help.
According to the Merriam-Webster Dictionary, a college is “a school that provides higher education and usually has the word college in its name.” Re-entry is defined as “the act of entering again or anew.” So, a re-entry student is someone who is returning to college after some time away. There is no denying that starting or returning to college can be daunting. But some students are more prepared to take on the challenge than others. Re-entry students, or students returning to college after a break, often have more life experience and focus more on their goals than traditional college students. They are also more likely to clearly understand why they are going to college and what they hope to get out of it. These factors can make re-entry students more likely to succeed in college than their traditional counterparts. But there are also some challenges that re-entry students face that can make the transition back to college life more difficult. For example, re-entry students may have to deal with financial challenges, family responsibilities, and work obligations that can make going to school more difficult. Despite the obstacles, re-entry students are often more prepared to take on college than traditional students. They have more life experience, are more focused on their goals, and know why they are going to college. With a little extra effort, re-entry students can overcome obstacles and succeed in college.
In recent years, an increasing number of college students are older adults returning to college after some time away from school. These “re-entry” students often face unique challenges in completing their degrees, but research suggests they may also be more likely to succeed than their younger counterparts. A study published in the journal Demography in 2021 found that re-entry students in the United States were more likely than traditional-age students to complete college within eight years. “In the United States, black and Latino college re-entry students were more likely than traditional-age students to complete college” (McCloud, pp. 5, 2021). The researchers attributed this to the fact that re-entry students are typically more motivated to earn a degree and have a more significant life experience to draw from. There are several reasons why older adults may choose to return to college. Some may seek to improve their job prospects, while others may want to finish a degree they started years ago. Whatever the reason, re-entry students bring a unique perspective to the classroom.
One crucial point to consider is, Do college re-entry students have a clear idea of what they want to study? Many college re-entry students know what they want to learn. While some may feel that learning discontinuation puts learners at a disadvantage, side A states that these students are more likely to succeed in college than their peers who do not know what they want to study. It is because college re-entry students usually have more time to figure out what they are passionate about (Hansen, pp.88, 2019). They typically have a clear career goal or have taken courses directly related to their chosen field. They have also had the opportunity to gain experience in the real world, which can give them a better sense of what they want to study (Crasper, 9:00, 2018). As a result, they are often more attentive when handling assignments and focused in class than traditional students, and they are more likely to stick with their studies. So, while it may seem like college re-entry students are at a disadvantage, the evidence suggests that they are more likely to succeed in college than their peers. It is why it is so important to support these students as they make their way back to college and help them to find their niche.
Many college re-entry students are still determining what they want to study, which can cause failure. Side B argues that many of these students take a few classes before deciding on a major, and some never decide. It can lead to them wasting time and money in classes they may not even need for their eventual career (Walker et al., pp.159, 2022). These students may have spent time away from school and are now trying to figure out what they want to do with their lives. They may have a family or job to balance with their studies. It can be a lot of pressure and lead to them feeling overwhelmed. They may need to learn what they want to study, which can lead to them taking classes they are not interested in. It can cause them to fail or drop out of school again.
Another essential point to consider is what challenges college re-entry students face regarding financial aid and other college-related expenses. Side A argues that there are many challenges college re-entry students face when it comes to financial assistance and other college-related expenses (McCloud, pp.11, 2021). One of the biggest challenges is that they often have to work full-time while attending school, which can make it challenging to save up money for tuition and other expenses. Additionally, many re-entry students have families to support, which can also make it difficult to afford college. Another challenge is that financial aid can be very complicated, and it can take time to figure out how to get the most support possible. Finally, many colleges are costly, and it can be hard to find scholarships and other financial aid that cover the total cost of attendance.
While some challenges college re-entry students face regarding financial aid and other college-related expenses, side B believes there are also many opportunities available. For example, many colleges offer scholarships specifically for re-entry students, and many financial aid programs are available to help them pay for college (Walker et al., pp.161, 2022). Additionally, many re-entry students can take advantage of tax breaks and other benefits that can help offset the cost of college. Finally, re-entry students often have a clearer idea of what they want to study than traditional students, making it easier to get scholarships and financial aid that covers the total cost of attendance. Additionally, these students have worked for several years, saving money to cater to their college expenses. They often better understand how to budget and manage their money, which can help them avoid some common financial mistakes that college students make.
Another point of argumentation is, are college re-entry students more mature and have a better sense of time management than traditional students? Side A argues that re-entry learners are likely to be more mature and better understand time management than conventional students. Scholars argue that re-entry learners are typically older than traditional students and thus have more life experience. “College re-entry students are typically more mature and have a better sense of time management than traditional students.” (Abrams et al., pp. 221, 2021). The experience gives them a better perspective on what is essential and how to manage their time effectively. Second, re-entry learners have been out of school and thus have had to manage their own time and resources. The experience gives them a better understanding of prioritizing and using their time wisely. Finally, re-entry learners often return to school to further their careers and thus are more motivated to succeed. The motivation leads to better time management, as they are more likely to use their time wisely to achieve their goals. In sum, re-entry learners are more mature and have better time management skills than traditional students, making them better prepared for success in college.
Side B gives several reasons why college re-entry learners are not necessarily more mature or have a better sense of time management than traditional students. First, many of these learners have been out of school for several years and may have yet to keep up with the latest trends in college life. Second, re-entry students often have jobs and families to juggle with their schoolwork, which can lead to time management issues (Abrams et al., pp. 223, 2021). Third, many re-entry learners are older than traditional students and may have different energy or stamina to put into their studies. Finally, they may have additional support from family and friends than conventional students, making the college experience more challenging.
Another point of argumentation is, do college re-entry students have a more difficult time balancing school with work and family obligations? Side A believes that the re-entry learners might have a more difficult time than some think. First, these students are typically very motivated to succeed. They usually decide to return to school to improve their lives and provide a better future for their families (Crasper, 9:00, 2018). Additionally, these students often have great support from their family and friends. They know their loved ones are behind them and want them to succeed. Finally, many college re-entry programs offer counseling and other support services to help students succeed. All these factors give them a conducive environment to study and achieve their goals.
Side B gives a few key reasons re-entry learners struggle to balance school with work and family obligations. First, they often work longer hours to compensate for lost time and earnings. Second, they may have young children at home who require more attention and care. Third, they may have other family obligations that take their time and energy. These factors can make it difficult for scholars to focus on their studies. They may have to take extra shifts at work, miss classes to care for their children, or spend their evenings and weekends catching up on schoolwork. These activities can lead to stress and fatigue, making it even harder to juggle everything. All these factors could lead to the learners failing in their classes.
Re-entry students usually have some college experience but still need to complete their degree. These students often have a better sense of what to expect in an academic setting and how to succeed than students starting college for the first time Hansen, pp.88, 2019). Re-entry students may attend full-time or part-time school, but they typically better understand balancing schoolwork and other responsibilities. The learners are better suited for other duties since they usually have more experience managing their time and commitments.
Side A argues that college re-entry learners may have higher GPAs than other students. One reason could be that re-entry students are typically more mature and have a better sense of time management than traditional students (Dykhouse et al., pp.97, 2019). They may also better understand the material since they have already been through college once before. Additionally, re-entry students may be more motivated to succeed since they know the importance of getting a degree. Whatever the reasons may be, the fact remains that college re-entry students often perform better academically than other students. They typically have higher GPAs and are more likely to graduate on time.
Many factors can affect a student’s success in college, so it can be challenging to generalize all re-entry students. Overall, re-entry learners are more likely to succeed in college if given the proper support and resources. Many factors contribute to a student’s success in college, but college re-entry learners have some unique advantages. First, they have already experienced college and know what to expect. Second, they are usually more mature and better able to handle the challenges of college life. Third, they are usually more focused on their studies and less likely to be distracted by social activities. All these factors give college re-entry students a better chance of success than those starting college for the first time. In conclusion, college re-entry students can succeed more due to their experience and maturity.
Works Cited
Abrams, Deborah L., and William J. Haffey. “Blueprint for success in vocational restoration: The work re-entry program.” Work Worth Doing. Routledge, 2021. 219-244.
Dykhouse, Elizabeth C., and Lynette H. Bikos. “Re-entry friction: The curious effects of cultural dislocation on outcomes for global service learning returnees.” International Journal of Intercultural Relations 72 (2019): 96-108.
Hansen, C. Bobbi. The Heart and Science of Teaching: Transformative Applications That Integrate Academic and Social–Emotional Learning. Teachers College Press, 2019.
Walker, Lorenn, and Leela Bilmes Goldstein. “Creating Peace by Restoring Relationships for Hawai ‘i’s Imprisoned Women with Cooperative Learning and Restorative Justice.” Restorative Justice: Promoting Peace and Wellbeing. Springer, Cham, 2022. 157-173.
McCloud, Eric R. Postsecondary Re-Entry Programs: Examining Outcomes of Nontraditional Learners of Color. Diss. 2021.
Crapser, Nicholas, “Three ‘E’s of ReEntry.” TED, Jan. 2018, https://youtu.be/aEWUg1zeUsg
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