Capitalizing on parent and family partnerships through programming

Ward-Roof, Jeanine; Heaton, Patrick M.; Coburn, Mary B.

doi:10.1002/ss.274

Cited by 14 publications

(19 citation statements)

References 1 publication

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“…These findings provide evidentiary support for emerging "best practice" suggestions about the importance of keeping parents informed, such as communicating frequently and proactively with parents via multiple media, including web and land mail (Ward-Roof et al, 2008;Wartman & Savage, 2008). The fact that parents recognized with increasing accuracy content contained in messages sent more frequently highlights the importance of developing coordinated approaches to parent communication.…”

Section: Discussionmentioning

confidence: 85%

“…The war metaphors that have been used to characterize such involved parents (e.g., "Black Hawk" parent, stealth missile) suggest that administrators view such involvement as unwelcome and divisive (Wartman & Savage, 2008). Administrators have begun to develop vehicles to promote university-parent partnerships (Ward-Roof et al, 2008) and also a series of best practices (e.g., establishing one center for responding to parental inquiries, inclusion of parents in crisis planning) for communicating with parents (Wartman & Savage, 2008;Coburn, 2006). Empirical data examining the efficacy of intentional written communication between universities and parents, however, is lacking.…”

Section: Communication Patterns Between Universities Students and Pmentioning

confidence: 98%

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Varying the Frequency of Intentional Communication Between Student Affairs Personnel, First-Year Students, and Their Parents

Daniel¹,

Lobdell²,

Springate³

et al. 2009

NASPA Journal

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Higher education administrators are increasingly committed to proactive communication with the parents of their students, but little empirical research exists that demon-282 strates the effectiveness of such communication. This investigation evaluated the effects of varying frequency of communication by randomly assigning first-year college students and their parents to receive 0, 1, or 4 documents that described activities associated with student success in college and urged them to discuss these activities with one another. Students and parents were then mailed a followup survey that assessed their recall regarding how many documents they had received, accuracy of recognition about the content of the documents, and extent of communication about these topics. Results indicated that, for parents, significant linear relationships existed between receipt of more documents, recall of receiving a greater number of mailings, and greater accuracy in recognizing content. Recall and recognition among students, however, were not differentially affected by receiving more documents. For both students and parents, receipt of more documents was not associated with increased frequency of conversations about specific content. Across experimental conditions, parents reported having more frequent conversations with their students than students reported having with their parents. These outcomes suggest that parents, but not their children, are attentive to the content of communications from college administrators, especially when they are sent frequently and within a short time frame

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Section: Discussionmentioning

confidence: 85%

Section: Communication Patterns Between Universities Students and Pmentioning

confidence: 98%

Varying the Frequency of Intentional Communication Between Student Affairs Personnel, First-Year Students, and Their Parents

Daniel¹,

Lobdell²,

Springate³

et al. 2009

NASPA Journal

View full text Add to dashboard Cite

show abstract

“…Some literature argues that orientation programs represent an opportunity for colleges and universities to partner with parents and family members in fostering the success of students (Dennis et al., ; Lombardi et al., ; Ward‐Roof et al., ). More specifically, colleges and universities can use orientation programs as venues to develop clear channels of communication with parents and families, educate them on campus resources, and provide information about campus contacts and information disclosure policies such as the Family Educational Rights and Privacy Act (FERPA; Cutright, ).…”

Section: Familial Engagement In the Transition To Collegementioning

confidence: 99%

“…Current literature on orientation programs for parents provides institutions with programmatic recommendations. However, the literature is often pragmatic in nature, offering programming strategies but missing information about assessment, measurements, and outcomes (see the 2012 CAS Standards and Ward‐Roof et al., ). It also provides ideas to transform parent orientation programs into tools to foster student retention.…”

Section: Familial Engagement In the Transition To Collegementioning

confidence: 99%

“…A recent study of student persistence at commuter colleges/universities found that “support from significant others positively influences subsequent commitment to the institution” (Braxton, Doyle, & Hartley, , p. 60) and level of commitment to the institution influences student persistence. The first steps of developing or enhancing parent and family programs on campus include assessing the parental needs of the campus population and developing a mission statement and program that focuses on addressing those needs through services that also fit within the institutional mission (Ward‐Roof et al., ).…”

Section: Shifting the Paradigm Of Parent And Family Involvement: A Prmentioning

confidence: 99%

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Parent and Family Engagement in Higher Education

Kiyama¹,

Harper²,

Ramos³

et al. 2015

ASHE Higher Education Report

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The Retention Challenge—Should We Include Parents?

Cartmell

2015

Strategic Enroll Management

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University campuses continue to see an increase in the number of helicopter parents, those parents who are hovering about the campus, ready to swoop down and rescue their children at the first sign of distress (Cartmell and McCullough 2014). Retention personnel on campus questioned whether it would be possible to develop initiatives that would intentionally guide parents in ways that help increase freshman retention rates. Research has been done and shown that students’ parents can serve as a safety net for their freshmen, increasing the students’ willingness to take on greater academic and social challenges (Kalsner and Pistole 2003). The difficulty for college campuses is how to capitalize on the untapped resource and determine whether it aids in greater retention and success of freshman students. Attachment theory is the basis for an innovative retention initiative that was developed at The University of Tennessee at Martin, which seeks to provide a landing pad for helicopter parents who want to be involved during their students’ first year. Incoming freshman parents are encouraged to take advantage of an online parent portal that contains academic resources and information about their child's college performance. The information provided on the portal is intended to help parents begin conversations with their students about how to succeed in the college arena. To measure the effectiveness of the initiative, a sample of 300 first‐time, full‐time freshmen from the fall 2012 entering freshman class was analyzed. Data were evaluated looking for student retention differences, as well as differences in the end‐of‐first‐year grade point averages. Correlations were found between parent involvement and freshman retention, as well as grade point averages. Interestingly, the research also showed that there appears to be a point of diminishing returns associated to the amount of parental involvement.

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Capitalizing on parent and family partnerships through programming

Abstract: Interaction with parents and family members continues to increase on college campuses across the nation. This chapter reviews best practices for communicating with and programming for parents and family members of enrolled students.

Cited by 14 publications

References 1 publication

Varying the Frequency of Intentional Communication Between Student Affairs Personnel, First-Year Students, and Their Parents

Varying the Frequency of Intentional Communication Between Student Affairs Personnel, First-Year Students, and Their Parents

Parent and Family Engagement in Higher Education

The Retention Challenge—Should We Include Parents?

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