Operationalizing Narrative Theory in the Reinstatement from Suspension Process

Abstract

Abstract Students returning from suspension remain a focus for institutions that aim to improve retention and persistence rates and graduate all admitted students. Institutions need more precise mechanisms to identify students who will be academically successful upon return from suspension and to know what support those students will need. Previous research has not identified dependable objective criteria for administrators to use when making reinstatement decisions. Review of subjective criteria in this process is required. This study explored the impact of student narrative on reinstatement from suspension decisions through the narrative theory lens. Student participants and administrators in the reinstatement process were interviewed to understand their understanding of the importance of student narrative on reinstatement decisions and future student success.