Nontraditional Personal Statement
One of my main passions, research interest and goals is to advocate for and increase educational attainment for under-prepared and nontraditional students. My collective experiences as a first generation college student, educator of nontraditional students, and a student success advisor have informed this passion and influenced my decision to pursue a doctoral degree in Higher Education at Ohio University. I believe that the knowledge and experiences gained through the doctoral program in Higher Education at Ohio University will better equip me with the necessary skills to achieve my goal in further supporting under-prepared and nontraditional students. Within this personal statement, I will discuss how my educational journey has influenced
…show more content…
During my enrollment, I discovered that I needed to change directions to meet my end goal. I had always enjoyed new ideas, unique perspectives, and connecting concepts and was therefore able to find a perfect fit in Sociology. My proclivity for strong academic writing was consistently reflected in my grades, but when faculty member mentioned in passing that I should consider graduate school, I was particularly flattered, yet still in the dark.
Later, as a higher education professional, I would stumble across the idea of “once first generation, always first generation”. This was the feeling I encountered when considering this well-meaning professor’s suggestion. His recognition came without follow up or guidance and I was back at the same place I was when I first began. I was at a loss. I had no idea what graduate school entailed, but I did know that it included more time and more money. With this very limited knowledge, I did what I was told you are supposed to do after you graduate. I got a job.
Work …show more content…
Life Skills High School educates students ages 16-23 who have dropped out of traditional high school. The details of their discontinuous enrollment include general disinterest, incarceration, foster care, and family responsibilities. It is at Life Skills that I established my educational philosophy of respect, a listening ear, support, and patience. The development of these values fostered meaningful interactions that allowed me to help move them forward using unconventional strategies. The most meaningful outcomes were the transformative relationships I developed and the multigenerational effects of their eventual
During my enrollment, I discovered that I needed to change directions to meet my end goal. I had always enjoyed new ideas, unique perspectives, and connecting concepts and was therefore able to find a perfect fit in Sociology. My proclivity for strong academic writing was consistently reflected in my grades, but when faculty member mentioned in passing that I should consider graduate school, I was particularly flattered, yet still in the dark.
Later, as a higher education professional, I would stumble across the idea of “once first generation, always first generation”. This was the feeling I encountered when considering this well-meaning professor’s suggestion. His recognition came without follow up or guidance and I was back at the same place I was when I first began. I was at a loss. I had no idea what graduate school entailed, but I did know that it included more time and more money. With this very limited knowledge, I did what I was told you are supposed to do after you graduate. I got a job.
Work …show more content…
Life Skills High School educates students ages 16-23 who have dropped out of traditional high school. The details of their discontinuous enrollment include general disinterest, incarceration, foster care, and family responsibilities. It is at Life Skills that I established my educational philosophy of respect, a listening ear, support, and patience. The development of these values fostered meaningful interactions that allowed me to help move them forward using unconventional strategies. The most meaningful outcomes were the transformative relationships I developed and the multigenerational effects of their eventual