Latino families influenced Latina student behaviors and motivations that allowed them to persist in college. However, the lack of connection between the family and the institution created psychological conflicts for students. Creating family programs and services to connect Latino families to the institution, such as a Latin@ Family Advisory Group and culturally relevant family weekends, has the potential to help students develop while increasing retention rates. Assessing the needs of diverse families and measuring the impact of programs on retention is important.
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
This PPT was used in a research presentation at the National Marketing Educators Conference held in Baguio City on April 25-26, 2014. Participants from Appari to Zamboanga, Philippines gathered for sharing, networking and benchmarking of small and big schools, colleges, and universities nationwide that concerns research thru the Association of Marketing Educators who celebrated its 25th years of continuous service to industry partners.
INDICATORS OF ACADEMIC DELINQUENCIES AS A MEANS OF PROMOTING GOODWILLHoly Angel University
This presentation was orally presented in National Marketing Educators Conference for technical review intended for Research Journal Publication. The conference was held in Saint Louis University, College of Business and Accountancy, Baguio City, Philippines. I hope this could be of help to other researchers with studies of parallel to this topic on Academic Delinquencies and Image Building
Defending your Decision to Homeschool (or as I like to think of it, "What to tell your mother-in-law about homeschooling.") Many families feel attacked by the uninformed when discussing homeschooling. How do you respond to the five most common criticisms? This ebook gives you the answers!
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
The Transition to Adulthood for Young Adults with Disabilities who Experience...Robin Harwick, PhD
This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
Defending your Decision to Homeschool (or as I like to think of it, "What to tell your mother-in-law about homeschooling.") Many families feel attacked by the uninformed when discussing homeschooling. How do you respond to the five most common criticisms? This ebook gives you the answers!
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
The Transition to Adulthood for Young Adults with Disabilities who Experience...Robin Harwick, PhD
This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Families Matter (New Mexico Family Impact Seminar Briefing Report)University of Kentucky
Families Matter:The Impact of Families on Academic Achievement. Presentation by Dr. Ronald Werner-Wilson to legislators, policy makers, and other leaders at the 2009 New Mexico Family Impact Seminar.
Differentiation Case StudyMountain Meadows is a public high AlyciaGold776
Differentiation Case Study
Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school.
Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too.
You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before - underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented.
After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process.
1. What can you do to help Chen overcome his underachieving perfectionism in your class?
2. What strategies can you implement to engage Chen in your class?
3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment?
4. How will you engage Chen to monitor his progress and take ownership of his ow ...
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
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Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
2. Amber Garrison Duncan amberg@uoregon.edu
Interim Director, Assessment and Research
Director of Family Programs & Commencement
University of Oregon
Pamela Hernandez
Coordinator for Latina/o Student Involvement & Advocacy
University of Maryland, College Park
3. Professional Competency
Pluralism and Inclusion: Participants will gain an understanding of the
positive effects familial cultural expectations and influences have on the
retention of Latina students. Knowledge gained regarding family and
parent relationships among college students will enable proactive
incorporation of parents and increased retention.
Critical Issue:
Strategic Partnerships: Creating meaningful partnerships with family
members can lead to an innovative model towards student success. The
retention of students increases the financial stability of the institution. In
addition, a life long relationship may be formed resulting in fundraising
opportunities and further referral of prospective students to the
institution.
4. Tinto (1975, 1987, 1993)
Three stages a student experiences
Separation- leaving past associations, community and family behind
Transition- moving into the institution
Incorporation- acculturation into the institution
This theory has received considerable criticism for its assimilation/
acculturation framework. The academic and social integration that is
critical to prevent student departure may not be possible in a setting that is
not validating to underrepresented groups of students. Especially when
strong cultural value is placed on the family and community.
5. Focus on Separation
Separation was defined as leaving past associations with family and
community and cultural traditions behind in order to become integrated into
the institution (Guiffrida, 2006; Sy & Brittian, 2008). A student must “break
away,” or separate from past cultures and traditions in order to transition
and become integrated into the fabric of the university (Gruiffrida, 2006).
Practices include: orientation, residential living, FERPA, limited
University communication with parents and family members
Guiffrida (2006) proposed altering the terms of separation and integration
into “connection.” The term would better recognize student’s abilities to
create a sense of relatedness without implying the need to break away or
integrate into a culture that is not their own.
Practices include: cultural student groups, peer mentoring
This “connection” respects the relationship between family and student, as
well as family and institution. Which brings us to the proposed purpose of
the development of family programs.
6. Expectations of today’s parents as a result of K-12 expectations of
involvement
Shift in higher education from “in loco parentis” to independent to
interdependent relationship with family members.
Relatively new functional area in Student Affairs
Intended to bridge the connect between families, students and institution
to result in increased student retention, family and student satisfaction
and student learning/development
What is the impact on underrepresented students? In particular, for
students where family and community is a strong value. When a
“connection” between the student’s family and community and the
institution can be established, can this lead to student retention?
7. An embedded, exploratory case study about the experiences of Latina
college students in negotiating family, peer and institutional
expectations
Data collected using a survey, individual interviews and focus groups
Target Sample = 83 Latina college students
17 Completed Survey
6 Individual Interviews; 8 Focus Group Participants
14 Completed both Survey and Interview
Constant Comparative Data Analysis
8. Parental Influences
Behaviors (sexual behaviors, academic expectations)
Self Confidence (role modeling)
Motivation & Encouragement to Complete & Graduate College
Provide perspective of the student’s privilege to be in college
Parental Involvement
Directly attended events they were invited to by student.
Family/Parents Lacked Connection to Student
Psychological/Mental Effects
Communication
Home v. School Identity
Understanding College Student Experience
9. Behavior
“I just want to echo the don’t get pregnant was like the first and
foremost thing I received from home as I was leaving my home and
live moving to pursue my education…So I think there’s definitely this
trust issue and code of like what’s going to be acceptable and what
isn’t” (Personal Communication, Rosario, February 23, 2008)
Self Confidence
Rosario similarly stated, “It [coming to college] just made me want to
kinda of uhm like I don’t know like boost my family’s pride by like
‘you know what, my grand daughter went to college and like I never
would have guessed that was possible for us’” (Personal
Communication, February 23, 2008)
10. Motivation/Encouragement
“…You go to school and you get it done and you do what you want to when
you’re done, but until then this is the rule, so. That’s been a major expectation I
think.” Isabel mentioned. (Personal Communication, February 23, 2008)
“I think my parents keep things light-hearted, and I think that’s a good thing. My
parents are really like, ‘it’s not that bad. You know it could be worst you could be
working in the orchards.’ They keep me abreast of the situation, and how
privileged I am” Mercedes said. (Personal Communication, February 25, 2008)
11. Psychological
Isabel’s comment was an example of a desperate need to connect with parents.
“And so for me it’s just a constant thought of what they’re thinking and doing. And
if I don’t keep in touch like why are they not calling me and why can’t I call them…
And I don’t know if it’s much like anger or being sad or anything but it’s this weird
combination of this constant anxiety until we manage to connect again. (Personal
Communication, February 23, 2008)
Mercedes described the following: “But yeah it’s definitely that struggle between
being the know it all and being this American model. And what [it] means when
you go back to your family. I think that’s one of the biggest struggles I’ve had,
especially identity wise” (Personal Communication, February 25, 2008).
12. Understanding College Student Experience by Parents
Mercedes described a mixed emotional experience when parents learned about
college life: “[e]xplaining what they [parents] don’t know, but not giving them too
much when they think you know it all. It’s this balancing act. But it can be
exhausting, but when they finally understand and they get it a little bit then they’re
really proud, I think” (Personal Communication, February 25, 2008).
Conclusions
Latino families influenced Latina student behaviors and motivations that
allowed for them to persist. But the lack of connection of the family to the
institution creates psychological conflicts for students. There is a great
potential for mutual growth and development of both the parents and
students if there were institutional support.
13. Latino families influenced Latina student behaviors
and motivations that allowed for them to persist. But
the lack of connection of the family to the institution
creates psychological conflicts for students. There is a
great potential for mutual growth and development of
both the parents and students if there were
institutional support.
14. As a result of this case study, the following is being implemented:
Latin@ Family Advisory Group
Spanish Language Website
Participation in Outreach to Latino Families in partnership with
Admissions
Culturally Relevant Programming at Family Weekends
Spanish Language Newsletter
Latino Family Network within Family Association
Other Campus Efforts
Bilingual Community & College Fair (Estudios Universitarios)
Spanish Tour Guides
UC-San Diego’s “Take Your Parent to College Day”
15. How can you assess the needs of diverse student and family
populations on your campus?
What ideas do you have for programming and services?
How can you assess the impact on student retention?
16. Professional Competency
Pluralism and Inclusion: Participants will gain an understanding of the
positive effects familial cultural expectations and influences have on the
retention of Latina students. Knowledge gained regarding family and
parent relationships among college students will enable proactive
incorporation of parents and increased retention.
Critical Issue:
Strategic Partnerships: Creating meaningful partnerships with family
members can lead to an innovative model towards student success. The
retention of students increases the financial stability of the institution. In
addition, a life long relationship may be formed resulting in fundraising
opportunities and further referral of prospective students to the
institution.
17. Amber Garrison Duncan amberg@uoregon.edu
Interim Director, Assessment and Research
Director of Family Programs & Commencement
University of Oregon