Impacts of campus experiences and parental socialization on undergraduates' career choices

Weidman, John C.

doi:10.1007/bf00974923

Cited by 39 publications

(14 citation statements)

References 32 publications

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“…The student departure model is based on the premise that academic and social integration are essential to student retention: "Some degree of social and intellectual integration and therefore membership in academic and social communities must exist as a condition for continued persistence" (Tinto, 1993, p. 120). In his model of undergraduate socialization, Weidman (1984) also cited the salience of individual and environmental factors, while pointing out the importance of parental socialization to students' integration into college-an issue that seems particularly important to first-generation students. There is evidence that factors affecting first-generation college students' integration into the college community may differ from those affecting their counterparts.…”

Section: Research On First-generation Studentsmentioning

confidence: 97%

The Integration of First-Year, First-Generation College Students from Ohio Appalachia

Bradbury¹,

Mather²

2009

NASPA Journal

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First-generation college students comprise a substantial proportion of the entire college student population. Despite the increasing likelihood of college enrollment among students whose parents did not attend college, firstgeneration students are at higher risk of failure than are their nonfirst-generation peers. Also, residents of the Appalachian region of the United States are less likely to enter and eventually succeed in college than nonAppalachian populations.Using Basic Interpretive Qualitative Research (Merriam, 2004), the researchers examined the academic, social, and interpersonal experiences of nine first-generation, firstyear students from Ohio Appalachia at a college that enrolls primarily first-generation students from the Appalachian region. Connections to family, academic success, a sense of belonging, and financial issues were salient issues for these students. The unique campus environment assisted students in their integration and can be instructive for educators working with this population of students in different institutional settings.

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Section: Research On First-generation Studentsmentioning

confidence: 97%

The Integration of First-Year, First-Generation College Students from Ohio Appalachia

Bradbury¹,

Mather²

2009

NASPA Journal

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“…Reprinted with kind permission from Springer Science+Business Media B.V. make them more or less effective members of their society" (Brim, 1966, p. 3). During college, students continue to remain in periodic contact with, and are influenced by, significant others outside their higher education institutions, such as parents, other relatives, and friends (Weidman, 1984). During college, students continue to remain in periodic contact with, and are influenced by, significant others outside their higher education institutions, such as parents, other relatives, and friends (Weidman, 1984).…”

Section: The Weidman (1989) Model Of Undergraduate Socializationmentioning

confidence: 99%

“…Because the Weidman (1989) socialization model focuses on college experience and development in these domains, reviewing and conducting studies that use the model can inform our understanding of identity development in college and assist practitioners to develop programs and practices aimed at assisting students with building a strong sense of self.The first published version of the Weidman model appeared in an empirical study of the impact of college experiences on undergraduates' career choices (Weidman, 1984). It illustrates ways in which the framework can be used flexibly and adapted for studying impacts of multiple aspects of the college experience on diverse groups of students.…”

mentioning

confidence: 99%

Understanding Student Identity From a Socialization Perspective

Weidman

DeAngelo

Bethea

2014

New Drctns Hghr Edu

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“…Although Weidman (1979) found women's grades to correlate with prestige of career choice, other studies have failed to find a relationship between women's grades and educational goals (Wallace, 1971) or occupational goals (Spaeth, 1977). Hence, for some women, grades and attendance may be an indication of a passive-dependent, conforming style, as suggested by Savicki, Schumer, and Stanfield (1970).…”

mentioning

confidence: 86%

Educational and Career Confidence and Motivation Among Female and Male Undergraduates

Stake

1984

American Educational Research Journal

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Changes in six measures of achievement-related motivation and confidence were tested in a longitudinal study of 138 women and 96 men during their first year at a mid-sized, midwestern public university. An interaction was found between gender and level of course enrollment during the year (p < .05). Full-time college enrollment was advantageous for the men but disadvantageous for the women as measured by the motivation and confidence variables. This interaction could not be explained by initial differences in the confidence and motivation variables or by differences in 18 other noncampus variables tested. An interaction was also found between acceptance of campus advisement and gender (p < .03). Both findings suggest that the men's achievement-related motivation and confidence increased with greater assimilation into the campus environment, but that the women showed more positive changes when they were less well assimilated. Implications for differences in the campus experiences of men and women are discussed.The impact of the college experience on the undergraduate has been the focus of numerous studies in the last two decades. The majority of the studies have focused on students' persistence in college and their grade point average (GPA). One assumption underlying this research is that students who stay in school and who achieve high grades are "success cases" who benefit from the college experience.

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Impacts of campus experiences and parental socialization on undergraduates' career choices

Cited by 39 publications

References 32 publications

The Integration of First-Year, First-Generation College Students from Ohio Appalachia

The Integration of First-Year, First-Generation College Students from Ohio Appalachia

Understanding Student Identity From a Socialization Perspective

Educational and Career Confidence and Motivation Among Female and Male Undergraduates

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