The Correlation of Divergence and College Success Tracy E. Meetze Shirley Carr Bausmith Stephen E. Taylor

What is a divergent learner? Non-traditional learner Non-sequential learner

Traditional vs. Divergent Value facts.Value relationships. Able to separate personality and information. Responds to personality first, learning second. Details are important.The whole is important. Data are stored in order with no context. Data are stored along with many memories. Rule driven.Indulgent/Expedient. Plan and prepare.Act with spontaneity and surprise. Competitive.Repelled by competition.

Participants of the Study 204 Stratified random sample of undergraduate students at a rural, Southeastern four year university Various classifications and majors

Data Collection On-site, Paper-pencil surveys Demographic questions Likert scale items that measured students’ perceptions of success in the K-12 and postsecondary school years, parental influence on college success, and how they will influence future generations’ perceptions of college importance Taylor Sorting Protocol for divergence levels

Data Analysis and Results Pearson Correlation Matrix Correlation CriteriaCorrelation Coefficient College student’s own impression of college importance and level of importance expressed to own children.79 K-5 success and college performance.65 Grade 9 success and college performance.72

Data Analysis and Results (cont.) Statistically Significant Findings p<.002 between gender and divergence, particularly males p<.001 between gender and grade point average, with males having a lower grade point average than females

Major Implications Talk to your children about the importance of college—not only do they listen, they tell their children! Target 9 th graders (particularly males)—it can influence their college success! Identify and accommodate divergent males—it can actually increase their grade point average!