A policy discourse analysis of academic probation

Abstract

In this policy discourse analysis study, I explored the discourse of academic-probation policies for undergraduate students in Dominican higher education institutions. Policies from twelve universities described strategies of power throughout. Academic-probation policies were characterized by their brevity and focus on disciplinary actions for students who did not meet the established academic standards. Key implications are related to issues of student marginalization in higher education institutions. Future policy revisions should address the punitive measures and the implications of being classified below “normal” and should refocus on institutional retention as a policy.