| • |
Many are first-generation
college students |
| |
• |
This translates
into a lack of family and peer
support |
| |
• |
Scarce resources
at home (dictionaries, computers,
money, etc.) |
| |
• |
Limited knowledge
about college and the expectations
associated with higher learning |
| |
• |
Families may not
realize the pressures of college
life |
| • |
Most have family
responsibilities not experienced
by residential students |
| |
• |
Many maintain
the role(s) they had prior to
college (caring for siblings,
cooking meals, cleaning the
home, helping on the family
farm) |
| • |
Many finance their
college education on their own |
| |
• |
Commute because
of financial reasons |
| |
• |
Work a part-time
job outside the university (usually
involving more hours per week
than students working on campus)
|
| |
• |
Workloads limit
a student's studying time and
his/her participation in campus
activities (many feel "left
out" while on campus) |
| |
• |
Limited opportunities
to meet with professors, study,
work on group projects, and
get additional help |
| • |
Must travel to
and from campus |
| |
• |
Encounter obstacles,
such as lack of parking, inclement
weather, and car problems |
| |
• |
Average commuter
student drives between forty
and fifty miles a day |
| |
• |
Does not go home
during the day (complained about
the lack of places to go between
classes) |
| • |
Many are not academically
prepared for college-level work |
| |
• |
Generally have
a poor high school background |
| |
• |
Do not know how
to take notes from a lecture
or are unable to read at a college
level |
| |
• |
Often find themselves
playing "catch-up"
with their peers, which intensifies
their isolation on campus and
often holds them back academically.
|
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