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Pizzolato, Jane Elizabeth, and Sherrell Hicklen. "Parent Involvement: Investigating the Parent-Child Relationship in Millennial College Students." Journal of College Student Development 52, no. 6 (2011): 671–86. http://dx.doi.org/10.1353/csd.2011.0081.
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Cavendish, Wendy, and David Connor. "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives." Learning Disability Quarterly 41, no. 1 (January 16, 2017): 32–43. http://dx.doi.org/10.1177/0731948716684680.
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This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents ( n = 9), and their teachers ( n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided.
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Martinez, Griselda, and Gabriela Chavira. "A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents’ Academic Goals." Social Sciences 8, no. 10 (September 29, 2019): 275. http://dx.doi.org/10.3390/socsci8100275.
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The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (Mage = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.
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Holcomb-McCoy, Cheryl. "Involving Low-Income Parents and Parents of Color in College Readiness Activities: An Exploratory Study." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400111.
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This article describes an exploratory and descriptive study that examined the parental involvement beliefs, attitudes, and activities of 22 high schoåol counselors who work in high-poverty and high-minority schools. More specifically, this study examined school counselors’ beliefs and activities about involving parents in the college admission process. The results indicated that the participants believe that working with parents about college opportunities is a major part of their job. A majority of the participants also reported that they spend “some time” conferencing with parents about college admissions and a majority reported that they “never” organize parent volunteer activities. Implications for school counselor practice and future research are discussed.
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Smith, Vernon L. S., Sharlene M. Smith, Detra S. Bethell, and Amanda Lapa. "Parent Involvement Factors During High School From the Perspectives of Academically Successful Black Male College Students: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040040.
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This study used a strengths-based approach to examine the distribution of perceived parent involvement factors during high school from the perspective of academically successful Black male college students. Black males enrolled in an undergraduate degree program at a university in the southern region of the United States completed Yan and Lin’s Parent Involvement During High School survey, adapted from the National Education Longitudinal Study of 1988. Results revealed that among the distribution of the three factors (family obligation, parent information network, and family norms), Family norms was perceived as the most prevalent parent involvement subscale factor during high school for this particular population. The family norms factor subscale’s parent–teenager relationship emerged as the most dominant variable followed by educational expectations. We delineate implications for school counselors and research.
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L.S. Smith, Vernon, Liliana Rodriquez-Campos, Sharlene M. Smith, and Lindsey OBrien. "USING A COLLABORATIVE APPROACH FOR EVALUATING PARENT INVOLVEMENT PROGRAMS TO SUPPORT BLACK MALES ACADEMIC ACHIEVEMENT." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 01–09. http://dx.doi.org/10.21474/ijar01/12119.
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This collaborative evaluation explored the distribution of perceived parent involvement factors during high school, from the perspective of academically successful Black male college students. One hundred and forty-six(146)Blackmales enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States completed Yan and Lins (2005) parent involvement during high school survey, adapted from NELS: 88 (National Education Longitudinal Study of 1988). A collaborative evaluation approach using the Model for Collaborative Evaluations MCE was used in this formative evaluation. Results revealed that among the distribution of the three factors (Family Obligation, Parent Information Network and Family Norms), Family Norms was perceived as the most prevalent parent involvement subscale factor during high school forthis particular population. Under the Family Norms factor subscale Parent-teenager relationship emerged as the most dominant variable, followed by Educational expectations. Implications for using the MCE in evaluating school parent involvement programs and research are delineated.
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Francis, Grace L., and Alexandra S. Reed. "Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities." Focus on Autism and Other Developmental Disabilities 34, no. 4 (February 7, 2019): 246–56. http://dx.doi.org/10.1177/1088357619827931.
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Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood.
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Abar, Caitlin C., Anne C. Fernandez, and Mark D. Wood. "Parent–teen communication and pre-college alcohol involvement: A latent class analysis." Addictive Behaviors 36, no. 12 (December 2011): 1357–60. http://dx.doi.org/10.1016/j.addbeh.2011.07.044.
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Ross, Terris Raiford. "The differential effects of parental involvement on high school completion and postsecondary attendance." education policy analysis archives 24 (March 7, 2016): 30. http://dx.doi.org/10.14507/epaa.24.2030.
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Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.
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C. Bradley-Geist, Jill, and Julie B. Olson-Buchanan. "Helicopter parents: an examination of the correlates of over-parenting of college students." Education + Training 56, no. 4 (May 6, 2014): 314–28. http://dx.doi.org/10.1108/et-10-2012-0096.
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Purpose – The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations. Design/methodology/approach – An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded. Findings – Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios. Research limitations/implications – Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed. Originality/value – This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.
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Fann, Amy, Karen McClafferty Jarsky, and Patricia M. McDonough. "Parent Involvement in the College Planning Process: A Case Study of P-20 Collaboration." Journal of Hispanic Higher Education 8, no. 4 (October 2009): 374–93. http://dx.doi.org/10.1177/1538192709347847.
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Ellison, Christopher G., Amy M. Burdette, and Norval D. Glenn. "Praying for Mr. Right? Religion, Family Background, and Marital Expectations Among College Women." Journal of Family Issues 32, no. 7 (December 31, 2010): 906–31. http://dx.doi.org/10.1177/0192513x10393143.
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This study explores the relationship between multiple aspects of religious involvement—affiliation, church attendance, subjective religiosity—and marital expectations among college women. In addition, the authors investigate whether religious involvement mediates the link between family background and marital expectations. These issues are addressed using data from a nationally representative sample of approximately 1,000 college women surveyed in 2000. Results indicate that the importance of marriage as a personal goal is positively associated with subjective religiosity. The estimated net effects of subjective religiosity are also stronger for women in two-parent families versus those in other family structures. Conservative Protestant women anticipate marrying earlier than others; church attendance and subjective religiosity are also positively related to expectation of earlier marriage. These associations are not contingent on family background. A number of implications and directions for future research are discussed.
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Coles, Roberta L. "Black Single Custodial Fathers: Factors Influencing the Decision to Parent." Families in Society: The Journal of Contemporary Social Services 84, no. 2 (April 2003): 247–58. http://dx.doi.org/10.1606/1044-3894.90.
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This pilot study combined narrative and quantitative data to explore the factors enabling and motivating single African American fathers to take full custody of one or more of their children. The size and selection of the sample does not allow for generalization, since most of the men were college-educated and financially stable. The findings indicated a distinction between enabling and motivating factors. Factors that appeared to enable full custody included employment and secure housing, as they were present for all of the fathers before they took custody. Adult age at the time of their first child's birth was also a factor for 9 of the 10 fathers. Prior parental involvement, previous marital status, and maternal incompetence did not appear to be highly associated with the choice to take custody. However, the narrative data indicated that the desire to embody the kind of father they themselves did not have was a strong motivating factor.
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Fletcher, Janet, Kimberley Bloor, Carla Crossman, Jenna Thornton, Ellie Briggs, Tara Hawkins, Stephanie Sammut, and Kitri Cardwell. "Profiling the College of Educational and Developmental Psychologists: An Examination of Demographics, Professional Practice, Attitudes and Professional Development Preferences." Australian Educational and Developmental Psychologist 27, no. 1 (June 1, 2010): 1–19. http://dx.doi.org/10.1375/aedp.27.1.1.
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AbstractAt the request of the National Executive of the APS College of Educational and Developmental Psychologists (CEDP), a survey was carried out with the aim of profiling its membership in order to better describe the nature of college membership when information is sought from its parent body, the APS, and to provide better services for its members. Of the 327 CEDP members contacted by email, 119 completed an online questionnaire providing demographic information and data concerning their professional practice, skills, involvement with the APS and professional development needs and preferences. The data obtained indicates that the CEDP contains an aging, predominantly female, city-based membership. Respondents consider they share many skills and competencies with other psychologists but do have a specialised knowledge base. They collaborate with colleagues from other Colleges but would welcome the opportunity to do this more. While they value the work of the APS they would like increased support by the APS in raising the profile of educational and developmental psychology. While the majority of members could find and access professional development (PD) relevant to their practice, a sizeable minority considered the costs involved excessive. The implications of these data for CEDP policies, especially with regard to recruitment and service provision, are discussed.
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Lannak, Jane. "Millie Almy: Nursery School Education Pioneer." Journal of Education 177, no. 3 (October 1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.
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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.
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Tait, David. "Desmond Kelly: in conversation with David Tait." Psychiatric Bulletin 23, no. 11 (November 1999): 678–81. http://dx.doi.org/10.1192/pb.23.11.678.
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Desmond Kelly's decision to enter psychiatry was finally settled while dining with the late Dr William Sargant at his club. After National Service he returned to St Thomas' to do his MD and, after six months at the Maudsley Hospital spent a year at Johns Hopkins, Baltimore on a Nuffield Fellowship. His consultant career began with 10 years at St George's where, in addition to extensive teaching and committee duties, he published over 50 papers and his book Anxiety and Emotions. He then became Medical Director at Roehampton Priory Hospital.He established links between the Priory and Charing Cross, University College London and St George's. These links with medical schools culminated in accreditation by the Royal College of Psychiatrists. In 1992 he became a Visiting Professor at University College London. Dr Kelly's involvement with issues in addition to his clinical and management responsibilities have included the College's ‘Defeat Depression’ campaign. He is currently Patron of ‘The National Depression Campaign’, its successor.It is his involvement in independent practice, however, which sets him apart. His leadership grew from Medical Directorship of a single hospital to becoming Group Medical Director of a score of hospitals throughout the UK, with a seven-fold increase in bed provision and a steady development of specialist services. During this time he became a Board Member of the parent company and was also Chairman of the group for five years.Desmond Kelly retired this year.
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Pokharel, SM, H. Abbas, and A. Ghimire. "Response to antenatal HIV testing and prevention of parent to child transmission: an experience in a tertiary hospital in Chitwan, Nepal." Journal of College of Medical Sciences-Nepal 7, no. 3 (August 28, 2012): 36–38. http://dx.doi.org/10.3126/jcmsn.v7i3.6707.
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The antenatal screening of HIV in all women is becoming an integral part of routine antenatal checkup in Nepal, by prevention of parent to child transmission (PPTCT) program. The aim was to analyze the response to implementation of PPTCT program in a peripheral hospital and to study the involvement of husbands for counseling and testing. Data of 3360 women attending the antenatal clinic from January 2010 to December 2010. Data of husband counseling and testing was also analyzed. Acceptability of the test after pretest counseling is 99 %. Women attended post test counseling and collected reports in 58.6%. Sero prevalence of HIV was 0.73% of which 62.5% came for post test counseling. Only 10 % of husbands of total antenatal cases came for counseling of which 6.6% got tested. The acceptability of the test after pretest counseling is satisfactory but the follow up for the post test counseling is to be improved. There is need to enhance male involvement to make husband friendly antenatal clinic.DOI: http://dx.doi.org/10.3126/jcmsn.v7i3.6707 Journal of College of Medical Sciences-Nepal, 2011, Vol-7, No-3, 36-38
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Palomin, Leticia. "The missing piece in higher education: Latina/o/x parent involvement in the pre-college preparation process from the South Texas border region." International Journal of Qualitative Studies in Education 33, no. 8 (July 9, 2020): 887–97. http://dx.doi.org/10.1080/09518398.2020.1783468.
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Stanciu, Mihai, Carmen-Mihaela Creţu, Carmen-Olguța Brezuleanu, Florin Lipşa, Elena Seghedin, Mihaela Borza, and Ana-Maria Bortă. "Educational Practices for Diminishing the Dropout Risk of the First-Year College Students from an Agronomic University in Romania. Preliminary Considerations." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 204. http://dx.doi.org/10.18662/rrem/107.
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Communication drills a strategic direction of the management of the Faculty of Agriculture, within the University of Agricultural Sciences and Veterinary Medicine, to support the first-year students that are exposed to the risk of university dropout, belonging, in particular, to the disadvantaged groups. The target group was formed in the university year 2017-2018 out of a number of 150 students, who met the criteria of the project.Among these, 77 students (48 %) got grades of 7 or below 7 at the Baccalaureate; 77 (51,3 %) belong to monoparental , low income families or with parents who work abroad; 83 (55,3 %) come from the countryside; 10 (6%) are orphans of one parent or both parents; 2 (0,13) have been in foster care, orphanages or similar institutions. Moreover, older research (Stanciu &al, 2011) showed that the main problem the first-year students have to face in their effort to fit into the academic work is the lack of skills of efficient learning (almost 78%).The courses of action for diminishing university dropout were the following: the awareness of the age and individual peculiarities of the students; the emphasis of the teaching-learning-assessment process on the student; the initiation and the running of social-emotional development programmes; the individualized counseling of the students for facing the accommodation problems which may occur during the first years of the bachelor studies; the familiarization with the efficient learning techniques which may break new grounds toward lifelong learning; the learning of efficient communication techniques; the involvement in volunteering actions; the development of a partnership between the family, the university, the community and the economic entities.
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Ackroyd, J. A. D., L. Bernstein, and F. W. Armstrong. "One hundred years of aeronautics in East London." Aeronautical Journal 112, no. 1133 (July 2008): 357–80. http://dx.doi.org/10.1017/s0001924000002335.
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This paper celebrates the centenary of Queen Mary College’s involvement in aeronautics, a celebration with a unique distinction since it was this College’s immediate forebear which was the first British higher education institution to begin teaching and research in this subject. Thus the emphasis is on the early years from 1907 until the 1950s, a period ripe for recording before it recedes beyond living memory, but also the period during which the degree course in aeronautical engineering became firmly established and its parent Department acquired its reputation for research. Section 2.0 gives a brief history of the College’s origins in the East London College. Subsequent sections deal with the foundation of the aeronautical laboratory there, from which the aeronautical department grew, and the activities of the two men who led these developments, A.P. Thurston and N.A.V. Tonnstein who changed his name to Piercy.
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Howard, Andrea L., Noelle J. Strickland, Desiree W. Murray, Leanne Tamm, James M. Swanson, Stephen P. Hinshaw, L. Eugene Arnold, and Brooke S. G. Molina. "Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance." Journal of Abnormal Psychology 125, no. 2 (February 2016): 233–47. http://dx.doi.org/10.1037/abn0000100.
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M. Hines, Erik, L. DiAnne Borders, Laura M. Gonzalez, José Villalba, and Alia Henderson. "Parental involvement in college planning." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 249–60. http://dx.doi.org/10.1108/jme-06-2014-0025.
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Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Steichen, James. "The American Ballet's Caravan." Dance Research Journal 47, no. 1 (April 2015): 69–94. http://dx.doi.org/10.1017/s0149767715000066.
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This article chronicles the formation and first season of the dance company Ballet Caravan (1936–1940) with a special focus on the role of Lincoln Kirstein in the troupe's founding. This account of the Caravan's early history draws upon an array of primary sources to offer new perspectives on the company's relationship to modern dance circles and its parent organizations (the American Ballet and School of American Ballet, co-founded by Kirstein and George Balanchine in 1934). It traces Ballet Caravan's touring activities during 1936 (including its debut at Bennington College) and details ballets created for the company by Lew Christensen, Eugene Loring, and William Dollar, as well as previously unknown early choreographic work by Erick Hawkins. This account reveals that Ballet Caravan was initially conceived of neither as a dancer-driven initiative nor a deliberate attempt by Kirstein to pursue an American artistic agenda (as it has been previously understood by scholars), but rather was a practical response to institutional crises in the larger Balanchine–Kirstein ballet enterprise. The American Ballet and Ballet Caravan thus reveal themselves in 1936 as more contiguous than distinct, sharing personnel and aesthetic values, as well as the involvement of Balanchine himself.
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Mandal, Ram Babu. "Public Participation in Governance of Community College." Academic Voices: A Multidisciplinary Journal 6 (June 4, 2018): 37–42. http://dx.doi.org/10.3126/av.v6i0.20107.
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The purpose of this study was to explored public participation in governance of the community college. The local people established college in their community of their active participation. Community colleges help for the access of higher education in rural area but not being able to fulfill desire of the local people. The study focuses on public participation in governance of community college. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through in-depth interview with parents of children in the college, College Management Committee (CMC) members, and the college chief. Data were transcribed and analyzed manually through the cut and paste technique. The study found out that public participation in governance of community colleges is of various types it may be involvement through sending their children to the college and providing fees and stationery, involvement through contributions of physical things & donations from the very beginning of the establishment of the college, involvement through attendance in programs and meetings conducted by the college, participation in real decision making etc. Further, parents financed college budgets, and were involved in college governance.Academic Voices Vol.6 2016: 37-42
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Chhabra, GS, and MK Sodhi. "Impact of Family Conflict on the Psychosocial Behaviour in Male Adolescents." Journal of Nepal Paediatric Society 32, no. 2 (October 1, 2012): 124–31. http://dx.doi.org/10.3126/jnps.v32i2.6147.
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Introduction: Accepting and supportive family relationships during childhood and adolescence may have long-term associations with psychosocial functioning into adulthood. Cross-sectional studies provide evidence by which positive family relationships promote adolescent health by increasing the likelihood of positive outcomes including higher educational and occupational attainment and reducing the risk for negative outcomes including suicidal behaviour and poor health. Materials and Methods: The sample consisted of 500 male adolescents from the urban and rural field practice areas in the vicinity of Sri Guru Ram Das Medical College Amritsar. Cross sectional study was conducted to examine the relation between familial conflict problems and psychosocial/behavioural disorders in adolescents. Results: Almost one third (33%) adolescents were having parental and family dispute problems. These problems were significantly higher in middle adolescence (14-16 years), adolescents of large extended families (>8 members) and in lower socioeconomic status. Residence had no significant relation to family problems in the adolescents. On correlation, poor and unhealthy family atmosphere had more chances in adolescents of having greater academic problems, depression, suicidal thoughts, substance abuse and more sexual activity. Conclusion: Family involvement, family structure, parental values, parental monitoring and parent-child communication are important factors influencing critical life choices in teens. The family support and communication should be improved through these education programs to develop healthy psychosocial and sexual attitudes and counteract unsafe behaviours in the adolescents. Future research is needed to identify additional pathways underlying this association, and the extent to which these factors are modifiable.J. Nepal Paediatr. Soc. 32(2) 2012 124-131 doi: http://dx.doi.org/10.3126/jnps.v32i2.6147
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Hamilton, Laura, Josipa Roksa, and Kelly Nielsen. "Providing a ‘‘Leg Up’’: Parental Involvement and Opportunity Hoarding in College." Sociology of Education 91, no. 2 (February 20, 2018): 111–31. http://dx.doi.org/10.1177/0038040718759557.
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Although higher education scholars are increasingly exploring disparities within institutions, they have yet to examine how parental involvement contributes to social-class variation in students’ experiences. We ask, what role do parents play in producing divergent college experiences for students from different class backgrounds? Relying on interviews with 41 families, including mothers, fathers, and their daughters, we find that affluent parents serve as a ‘‘college concierge,’’ using class resources to provide youth with academic, social, and career support and access to exclusive university infrastructure. Less affluent parents, instead, describe themselves as ‘‘outsiders’’ who are unable to help their offspring and find the university unresponsive to their needs. Our findings suggest that affluent parents distinguish their children’s college experiences from those of peers, extending ‘‘effectively maintained inequality’’ beyond the K-12 education. Universities may be receptive of these efforts due to funding shifts that make recruiting affluent, out-of-state families desirable.
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Whitaker, Virginia W., and Franklin L. Roberts. "Applying Values and Lifestyles Psychographics to Parental Involvement in College and University Orientation." NACADA Journal 10, no. 1 (March 1, 1990): 41–46. http://dx.doi.org/10.12930/0271-9517-10.1.41.
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The authors suggest that college and university planners and advisors shift from a student-centered to a parentlstudent-centered freshman orientation. Planning significant events for parents not only improves the quality of orientation but also offers excellent public relations opportunities. While careful orientation for students will enhance adjustment to college life, a good orientation for parents will benefit parents, students, and the school By applying a psychographic typology known as Values and Lifestyles (VALS), schools can create a choice of activities attractive to parents from different market segments. Increased student retention will be a major benefit.
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Martin, Jason M. "It Just Didn’t Work Out." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (October 19, 2015): 176–98. http://dx.doi.org/10.1177/1521025115611670.
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First-year college student retention is important to colleges and universities, as well as beyond academia. An analysis was conduced of emergent themes and subthemes from 144 nonreturning students’ stories about school and about home throughout their first-year experience. These students wrote more negative stories about school-related events than they did positive ones and exhibited low levels of campus involvement or engagement. Also, they seemed to struggle with their college living experience, including socially and financially, and dealing with trouble at home. Three of the study’s demographic groups—women, students of color, and first-generation students—represented notable percentages of nonreturners. Researchers should focus more on what goes on during students’ first year of college both on- and off campus to better understand reasons for withdrawing. In doing so, college and university personnel can work more effectively with high school officials, parents, and students to achieve academic and personal success.
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Fingerman, Karen L., Yen-Pi Cheng, Kyungmin Kim, Helene H. Fung, Gyounghae Han, Frieder R. Lang, Wonkyung Lee, and Jenny Wagner. "Parental Involvement With College Students in Germany, Hong Kong, Korea, and the United States." Journal of Family Issues 37, no. 10 (July 3, 2014): 1384–411. http://dx.doi.org/10.1177/0192513x14541444.
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Rates of college attendance have increased throughout the world. This study asked whether students across nations experience high involvement with parents (frequent contact and support) and how satisfied they are with parental involvement. College students from four major Western and Asian economies participated—Germany ( n = 458), Hong Kong ( n = 276), Korea ( n = 257), and the United States ( n = 310). Consistent with solidarity theory, students across nations reported frequent contact with parents and receiving several forms of social support (e.g., practical, emotional, and advice) every month. Multilevel models revealed that Asian students received more frequent parental support than German or U.S. students but were less satisfied with that support. Students in Hong Kong resided with parents more often and gave more support to parents than students in other cultures. Discussion focuses on cultural (i.e., filial obligation) and structural (i.e., coresidence) factors explaining parental involvement.
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Fairlie, Anne M., Mark D. Wood, and Robert D. Laird. "Prospective protective effect of parents on peer influences and college alcohol involvement." Psychology of Addictive Behaviors 26, no. 1 (2012): 30–41. http://dx.doi.org/10.1037/a0023879.
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Krell, Megan, and Rachelle Pérusse. "Providing College Readiness Counseling for Students with Autism Spectrum Disorders: A Delphi Study to Guide School Counselors." Professional School Counseling 16, no. 1 (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600104.
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This study used the Delphi method to examine school counselors' roles for providing equitable college readiness counseling for students with autism spectrum disorders (ASD). Participants included an expert panel of 19 individuals with experience and knowledge in postsecondary transition for students with ASD. Expert participants identified 29 tasks of school counselors for providing equitable college readiness counseling to students with ASD, such as encourage student involvement in the transition planning process, collaborate with parents, and conduct workshops for students with ASD and their parents about college transition. This article provides practical implications and recommendations based on the study results.
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DeFauw, Chloe, Katelyn Levering, Rosemary Tendai Msipa, and Sam Abraham. "Families’ Support and Influence on College Students’ Educational Performance." Journal of Education and Development 2, no. 1 (February 9, 2018): 11. http://dx.doi.org/10.20849/jed.v2i1.312.
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The purpose of this study was to explore families’ support and influence on the educational performance of students on a faith-based campus in northern Indiana, USA. The study answered the following research question: How does families’ support influence college students’ educational performance? This research question was developed after reviewing the literature and coming to the realization that there is little research on families’ influence role in college students’ academic performance. The data was collected through in-depth interviews with 12 students who resided at the college campus. Themes recognized within the study were used to discuss families’ role in students’ academic performance. Considering the families’ role in students’ everyday life and the background support is vital to their educational performance. Themes included: (1) Frequency of contact with family, especially mother; (2) Levels of parental financial involvement; (3) Independence from family; (4) Siblings’ influence on academics; (5) Parents’ spiritual involvement; and (6) Parents’ educational background.
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Kousalya, P., V. Ravindranath, and K. VizayaKumar. "Student absenteeism in engineering colleges: Evaluation of alternatives using AHP." Journal of Applied Mathematics and Decision Sciences 2006 (December 21, 2006): 1–26. http://dx.doi.org/10.1155/jamds/2006/58232.
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The present study illustrates the application of analytical hierarchy process (AHP) to a decision-making problem. AHP is a popular and powerful method for solving multiple criteria decision-making (MCDM) problems. An attempt is made here to initialize the use of multicriteria decision-making methods for ranking alternatives that curb student absenteeism. Through the expert opinions, the criteria that cause student absenteeism are identified and the criteria hierarchy was developed. The relative importance of those criteria for Indian environment is obtained through the opinion survey. Alternatives that curb student absenteeism in engineering colleges like counseling, infrastructure, making lecture more attractive, and so forth were collected from literature, journals' surveys and experts' opinions. Alternatives are evaluated based on the criteria, and the preferential weights and ranks are obtained. The experts' opinions are validated by Saaty's inconsistency test method. Involvement of parents is the best alternative given by the group of experts. Parents have to know their ward's day-to-day progress in college. The second best alternative is counseling, as many criteria that cause student absenteeism are reduced by counseling.
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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.
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Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
Keywords: Early Childhood, Parenting strategy, Self-regulated learning
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Pagulayan, Editha S., Jay Emmanuel L. Asuncion, Antonio I. Tamayao, Rudolf T. Vecaldo, Maria T. Mamba, and Febe Marl G. Paat. "The value of economic and cultural capital to college readiness among Filipino senior high school graduates." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 174. http://dx.doi.org/10.11591/ijere.v10i1.20963.
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<span>Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life</span><span lang="IN">.</span>
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Metzger, Aaron, Benjamin Oosterhoff, Cara A. Palmer, and Kaitlyn Ferris. "Dimensions of Citizenship: Associations among Adolescents’ Sociopolitical Values and Civic Judgments." PS: Political Science & Politics 47, no. 02 (April 2014): 443–48. http://dx.doi.org/10.1017/s1049096514000365.
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ABSTRACTThis study used a sample of 467 middle and high school students (Mage= 15.26) from a mid-Atlantic state. Structural equation models controlling for demographic variables (age, gender, and parents’ education) examined associations between three developing sociopolitical values (spiritualty, patriotism, and authoritarianism) and adolescents’ social and moral judgments (obligation and social praise) concerning four civic activities (community service, standard political involvement, social movement, and community gathering). Spirituality was associated with judgments for community service and community gathering involvement while authoritarian values were associated with the prioritization of all forms of civic activity. Multigroup analyses indicated that associations between authoritarianism and both community service and social movement judgments were stronger for younger adolescents while spirituality was more strongly associated with community service judgments for older adolescents. Patriotic beliefs were associated with civic judgments for children of college-educated parents, but not children of noncollege-educated parents.
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Horrillo, Shannon J., Martin H. Smith, Tamekia R. Wilkins, Claudia P. Diaz Carrasco, Nathaniel W. Caeton, Darlene McIntyre, and Lynn Schmitt-McQuitty. "A Positive Youth Development Approach to College and Career Readiness." Journal of Youth Development 16, no. 1 (March 30, 2021): 74–99. http://dx.doi.org/10.5195/jyd.2021.966.
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Pathways to Your Future is a college and career readiness program for youth in Grades 9 through 12. The program’s curriculum provides youth with resources and opportunities to develop knowledge and learn skills that help them align their sparks with potential careers, while exploring various pathways to enter the workforce. The family component includes a pre-program orientation, a financing and budgeting workshop, and take-home materials. Latino students made up 71% of the study participants. Retrospective pre- and post-program surveys were administered to youth and parents/guardians. Results indicated that the program equipped youth participants with the knowledge and skills to plan and manage their education and career goals, prepared them for a successful post-secondary educational experience and/or entry into the workforce, and increased the number of participants who planned to attend a post-secondary institution. Few gender differences were found. Findings suggest the program increased participating parents’ knowledge, skills, and involvement in their children’s college and career aspirations and plans. The results pointed to the importance of a holistic approach to college and career readiness that involves the youth and their parents nested in a positive youth development model.
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Heisler, Jennifer M. "Family Communication About Sex: Parents and College-Aged Offspring Recall Discussion Topics, Satisfaction, and Parental Involvement." Journal of Family Communication 5, no. 4 (October 2005): 295–312. http://dx.doi.org/10.1207/s15327698jfc0504_4.
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Dunn, Ryan L., Mark A. Fine, and Lawrence A. Kurdek. "Premarital Relationship Adjustment and its Relation to Religiosity and Sexual Involvement." Journal of Psychology and Theology 20, no. 4 (December 1992): 356–66. http://dx.doi.org/10.1177/009164719202000403.
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The relations among relationship adjustment, sexual involvement, and religiosity were investigated among 249 college students involved in heterosexual dating relationships. Scores from the Gladding-Lewis-Adkins Religiosity Scale and the Heterosexual Behavior Inventory (assessing religiosity and sexual involvement in the relationship) were entered into a multiple regression analysis to determine their effect on relationship adjustment (measured by the Dyadic Adjustment Scale) after the effects of five control variables (miles apart, days partner seen per week, social desirability, parents’ education, and relationship length) had been removed. The results indicated that religiosity accounted for a significant portion of the variance in premarital relationship adjustment, while no significant effect was found for sexual involvement or the interaction of the two variables. Implications for further research in this area are discussed.
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Hussain, Ashraf, Hamza Mustufa Khan, Hania Ahmer, Shahmeer Zafar, Saad Bin Altaf, Sajjeel Ahmed, and Safura Awais. "Effect of parental relationships on stress levels of students in a medical college." Journal of Shifa Tameer-e-Millat University 4, no. 1 (August 1, 2021): 39–43. http://dx.doi.org/10.32593/jstmu/vol4.iss1.131.
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Introduction: Multiple studies have been conducted on the theme of stress faced by medical students due to the load of medical education and lack of adequate stress coping skills which may affect the students variedly.
Objective: To critically assess stress levels in medical students of Shifa College of Medicine (a private medical college in Islamabad, Pakistan) and the quality of relationship between students and parents, thereby studying a relationship between the two.
Methodology: A cross-sectional study was conducted among the students of Shifa College of Medicine. A sample size of 315 students filled a pretested student stress questionnaire, which was made using the student life stress inventory survey consisting of 34 questions. Data was then analyzed using SPSS version 23.
Results: Increased levels of stress were found to be common among medical students with a prevalence of 53.3% among our study group. A total of 65.7% students face stress due to the increased expectations of their parents. There was a positive correlation (p<0.05) between stress faced by medical students and their relationship with parents. Academics, lack of recreational time and high self-expectations were also major contributors to student stress.
Conclusion: It can be concluded that there is a positive relationship between parental involvement and medical student stress at Shifa College of Medicine, which manifested in the form of excessively high parental aspirations, leading to adverse effects on the academic, social and personal life of a medical student.
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Neal, Cynthia J., and Michael W. Mangis. "Unwanted Sexual Experiences among Christian College Women: Saying no on the Inside." Journal of Psychology and Theology 23, no. 3 (September 1995): 171–79. http://dx.doi.org/10.1177/009164719502300303.
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Of 332 female college students who responded to a survey, 51% indicated that they had experienced an unwanted sexual incident. Twenty percent of the incidents occurred in childhood and 72% in adolescence or young adulthood. The stories fell into several categories: 15% were rated as sexual assault by a stranger, 11% as date rape, 13% as incest, and 55% as “lost voice.” Extent of the sexual involvement ranged from mild (7%), to kissing (14%), petting (45%), and intercourse (20%). The majority of situations involved a boyfriend, friend, or family member. Subjects also assessed their parents’ attitudes on gender roles. Those subjects who reported unwanted sexual experiences rated their fathers’ and mothers’ views of women as significantly more traditional than subjects who had not reported such experiences. These data suggest that parents’ attitudes about gender roles may be related to vulnerability and lead to unwanted sexual experiences.
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SHER, KENNETH J., and HEATHER J. GOTHAM. "Pathological alcohol involvement: A developmental disorder of young adulthood." Development and Psychopathology 11, no. 4 (December 1999): 933–56. http://dx.doi.org/10.1017/s0954579499002394.
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In 1987, we began a longitudinal study of the offspring of alcoholic parents and have been following this group of young adults from their freshman year in college throughout their transition into later young adulthood. The goal of this review is to highlight some of the findings we consider most important and relevant to the development of pathological alcohol involvement in young adulthood. Courses of pathological alcohol involvement in young adulthood are outlined. Predictors of both the development and course of pathological alcohol use in young adulthood are also addressed, including family history of alcoholism, personality, alcohol use motivations, and role transitions. While certainly a problem in its own right, pathological alcohol involvement can also affect the attainment of important life tasks and success in various life roles. Consequently, we also examine the effects of pathological alcohol involvement on later role transitions and role attainment. Finally, prevention, policy, and treatment issues surrounding this stage of life are discussed.
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Laser-Maira, Julie Anne. "Prevalence and Correlates of Enjo Kousai, School Girl and Boy Prostitution, in Japan." Journal of Asian Research 2, no. 1 (January 30, 2018): 37. http://dx.doi.org/10.22158/jar.v2n1p37.
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<em>Utilizing an ecological risk framework, this study investigates individual, familial, and extra familial risk factors that correlate to involvement in Enjo Kousai (school girl/boy prostitution) among Japanese youth. The sample (N=802) for this study is a diverse and fairly representative sample of post-secondary students from a range of vocational schools, colleges, and universities in the Sapporo area of Hokkaido, Japan. Nearly one out of 10 males and one out of 25 females reported engaging in this behavior. This research suggests that both females and males who experience certain life events are at higher risk for being involved in Enjo Kousai. For females, a history of sexual abuse, drug use, depressive symptoms, a parent who has been in prison, and a father who visits Fuzoku (brothels) were significant predictors of involvement in Enjo Kousai. For the male sample, a history of sexual abuse, drug use, a parent who has been in prison and living in an unsafe neighborhood were significant predictors of participating in Enjo Kousai.</em>
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Deka, Pratisha Padmasri. "A study on parental involvement in higher level of education: voices of parents and students in Pub-Kamrup College and Patidarrang College, Kamrup district." Clarion- International Multidisciplinary Journal 5, no. 1 (2016): 57. http://dx.doi.org/10.5958/2277-937x.2016.00009.5.
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Wong Siew Yieng, Linda, Josephine Esther Katenga, and Jimmy Kijai. "The Effect of Parental Support on Academic Performance Among Students at Asia-Pacific International University." Abstract Proceedings International Scholars Conference 7, no. 1 (January 22, 2020): 1432–53. http://dx.doi.org/10.35974/isc.v7i1.895.
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The purpose of this study was to determine the influence of parental support on college students’ academic performance of Asia-Pacific International University (AIU) in Thailand. The research aimed to investigate the relationship between parental support and academic achievement among Thai and International students at AIU in Thailand. In addition, the study sought to find out the level of parental support among Thai and International students at AIU, and the differences in parental support. Using stratified sampling, ,60 undergraduate students aged between 17 years to 25 years old from five Asia-Pacific International University (AIU) dormitories were selected to participate in this study. A survey instrument for data collection consisted of a demographic questionnaire and a Likert-scale questionnaire. The data were analyzed using Statistical Package for Social Sciences (SPSS) for Windows, Version 21. An independent samples t-test was used to determine the differences between Thai and International students on parental support. Spearman rho correlation coefficients between parental involvement variables and cumulative grade point averages (CGPA) were reported. The findings revealed that academic performance cannot be adequately explained by parental support. Findings of this study also showed that although there is positive influence on the family relationship between the parents and students at the college level, it does not adequately explain academic performance among students. The present study was an attempt to inform college administrators and educators of the importance of parental support at the university level. Therefore, the main recommendation is that, college administrators should look into how parents support their college students and establish strategies for encouraging emotional and social parental support to children in college...For further research necessary to consider the varying impacts of parental support within the lives of the children, such as investigating the impact of having little or no parental support.
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Alezra Fani, Fani. "Educational Initiatives as a Way for the Empowerment of the Preschool Teacher and the Improvement of Her Image." Studia Edukacyjne, no. 53 (June 15, 2019): 393–405. http://dx.doi.org/10.14746/se.2019.53.22.
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The recognition of the importance of early childhood education is steadily increasing. Many reports published in Israel and around the world address the tremendous and critical impact of this age on theindividual and on society. In contrast, the professional image of the preschool teacher in Israel is low, as in many countries. The professional image influences the choice of the teaching profession and theacceptance conditions in the teacher training colleges. This article addresses unique educational pedagogical initiatives that incorporate advanced technology and innovative teaching methods that mayhave positive influence on the preschool teacher’s image and serve as a focus for community involvement, positive advertising, and empowerment of the children and the preschool. Therefore, the aim of the article is to emphasize the importance of the educational initiatives and their direct and indirect impact on the preschool image and the parents’ satisfaction with the preschool activity, to encourage the preschool teachers who do not yet integrate educational initiatives in their activity to do so, and to emphasize the importance of the involvement of the parents and the community in the preschool pedagogical activity. This research was performed through the distribution of questionnaires to the parents in the preschools where educational initiatives were held and in the preschools where these initiatives were not held and the examination of the parents’ satisfaction.
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Fernandez-Lozano, Irina. "Fathers as Solo Caregivers in Spain: A Choice or a Need?" Journal of Family Issues 40, no. 13 (May 4, 2019): 1755–85. http://dx.doi.org/10.1177/0192513x19842214.
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The increase in fathers’ involvement in childcare in Western societies has not translated into an equal distribution of childcare between mothers and fathers. While some couples actually succeed in “undoing gender” when the first child arrives, their characteristics that define them are not yet clear. This article provides four different explanations that contribute to understanding how parents share routine care in Spain, using a sample of dual-earner, heterosexual parents from the Spanish Time Use Survey 2010. The results show that fathers are more likely to be “equal sharers” when they earn less than their spouse; do not hold traditionally masculine jobs (e.g., managers or blue-collar workers); have time available and, more important, their spouses are not available from 5 p.m. onward. In line with previous research, this study provides evidence that dismantles the “myth” that higher status employees, and/or those with college education, are more egalitarian in practice.
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Zhou, Mujun. "The void in public discourse and the limitations of the equal education campaign in Beijing." China Information 31, no. 2 (February 2, 2017): 176–94. http://dx.doi.org/10.1177/0920203x16689234.
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Because of the huge impact of the hukou system (户口制度) on the allocation of educational resources in China, migrant children’s access to schools has long been circumscribed. Since 2009, a group of migrant parents in Beijing has been involved in a movement demanding their children’s right to sit for the college entrance exam in the city. Using ethnographic methods, this article reviews how the idea of equal education was contested among four groups: (1) liberal intellectuals as the leaders of the movement; (2) middle-class migrant parents as the major activists; (3) working-class migrant parents as the subjects for mobilization; and (4) participants in counter-movements. Despite the involvement of liberal intellectuals that has helped the movement make an inclusive claim, the movement has largely remained parochial, and to some extent it even served to reinforce inequality in China’s education system. I use the equal education movement as a case to reflect upon the ‘boundary pushing’ approach in studies on China’s public sphere, and contend that researchers should pay more attention to the internal power dynamics of social movement.
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Hotchkins, Bryan, and Jon McNaughtan. "Examining the continuum of Black student leadership: From community to college and beyond." education policy analysis archives 29 (March 29, 2021): 42. http://dx.doi.org/10.14507/epaa.29.4695.
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This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.
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Guthrie, Mandy L., and Larry W. Bates. "Sex Education Sources and Attitudes toward Sexual Precautions across a Decade." Psychological Reports 92, no. 2 (April 2003): 581–92. http://dx.doi.org/10.2466/pr0.2003.92.2.581.
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75 college students responded to Moore and Barling's AIDS questionnaire, Coopersmith's Self-esteem Inventory, and a background survey regarding sex education and sexual and religious activity. The most commonly reported sources of sex education were peers, parents, and high school courses, respectively. Ratings of the most important of 10 potential sources of sex education included peers, high school courses, and religious institutions, respectively. None of these were significantly correlated with future condom use. Virgins reported more open communication with parents about sex. Sexual experience was positively related to more confusion about sexual precautions but negatively related to foreclosed attitudes toward such precautions. Some types of religious involvement (church attendance and campus religious organization membership) were related to foreclosed attitudes. Data in attitudinal and sex education were compared with data collected in 1991. Although students more frequently reported having received sex education in 2000, their attitudes toward utilizing sexual precautions have become somewhat more diffused.