Daniel, Evans, & Scott (2001). Understanding family involvement in the college experience today.

“… a societal trend toward extended adolescence permits parents to become involved in increasingly overt ways.” (p 3)

[But students will also do this... -- oki]

“Parents learn quickly to capitalize on institutional chaos and contact a different administrator when they do not achieve their desired outcome at the first point of contact.” (p 4)

[Heading: "Educational Attainment of Parents" (p 4)]

[Heading: "Divorce Rates Among Parents" (p 5)]

[Heading: "Family Composition" (p 5)]

[Heading: "Family Constellations" (p 6)]

[Heading: "Changing Complexion" (p 7)]

“… issue of diversity …” (p 7)

[Heading: "Extended versus disrupted adolescence" (p 7)]

“Many students arrive on the campus with significant life experience (Elkind, 1994).” (p 7)

[Heading: "Campus response to changing families" (p 7)]

“A common focus on student development should result in positive outcomes for the student, family, and institution.” (p 8)

[Heading: "Dealing with consumerism" (p 8)]

“Just as many units of the campus (for example, residence life, Greek life) change their messages, policies, and services to include family members, research indicates that the consumer mentality can create unrealistic expectations among students (Schuh and Upcraft, 2000), sometimes causing the institutions to fall short of their goals.” (p 9)

“Judicial policies that assume a student-development approach to responsibility, justice, and community may be lost on parents who perceive that a student’s rights have been somehow violated. … It therefore is necessary for colleges and universities to assess the environment and create a plan to connect with families intentionally, rather than let random situations set the course for their interactions.” (p 9)

[Heading: "Uniting multiple perspectives" (p 10)]

“Boyer (1990) challenges professors to avoid the isolation typical of many campuses and work ‘toward a sharedvision of intellectual social possibilities—a community of scholars—that the four dimensions of academic endeavor should lead’ (p. 80).” (p 10)

[Heading: "Setting boundaries" (p 11)]

“The institution should articulate a common concern for the success of the student rather than take a top-down approach and imply that it can better define what is in the student’s best interest.” (p 11)

[Heading: "Changing face of higher education" (p 12)]

“Weber (1999) … proposes that the development of a knowledge industry will ‘profoundly change the educational system as the ability to move information more quickly and economically becomes greater and more widespread’ (p. 5).” (p 12)