Abstract
The purpose of this study was to describe the returning student and then identify the influences present when "stopout" students re-enroll in community college credit coursework. Procedure. This was a descriptive research study which surveyed three hundred ninety six students who had dropped out of college and then returned to the community college. Chi Square and lambda statistical tests were used to determine significant differences among demographic categories. Findings. The summary profile of returning students showed that the typical student was a white female between the ages of 28 and 32 taking less than six units during the evening. This profile also indicated that the returning student was working in excess of forty hours per week and received no educational assistance from their employer. While the typical length of time out of school was over five years, there is an important "window of opportunity" to influence dropouts to return to college, of under two years. The "desire to learn" was the most important influence to return to college for both men and women and all ethnic categories except black students. Five other significant influences to return to college were: Improved Earning Potential, Increased Value on Education, Improved Emotional Outlook, Occupation Requires, and Dissatisfaction with Job. Most returning students were returning to the college they originally left. The distinction between longer range, more enduring influences to return to college and a more immediate "trigger" event influencing the decision to return could not be made. Conclusions. The primary influencing factors to return to college could be considered intrinsic in nature. There is a significant "hidden" student body and the most important pool from which to attract returning students is that of former students of your own institution. In order to enable returning students to take more units in a semester and progress more rapidly towards graduation, their work load will need to be reduced and employer provided educational assistance will be necessary. Further study is needed to distinguish between the more enduring influences and triggers. Additional study is needed at more ethnically diverse campuses to determine more reliable data for minority populations.