Examining the Inclusivity of Parent and Family College Orientations

Abstract

Within higher education, students’ parents and families are representative of more diverse family configurations (Redding, Murphy, & Sheley, 2011) with multiple forms of involvement and engagement. Inclusive programming for college students’ families creates an environment for a range of opportunities to further strengthen familial relationships that are known to contribute to enhanced college transition and success for students (Carney-Hall, 2008; Kiyama & Harper, 2015).

“Just hold on, you can do this”: Conceptualizing familial support for first-generation undergraduate students of color.

“…As the non-English speakers in this study noted, language barriers add an additional layer to their unfamiliarity with higher education in the United States. Institutions need to intentionally invite students’ families to campus events and offer their resources in multiple languages and culturally responsive ways (for more, see Harper et al, 2018; Ramos et al, 2017; Sarubbi et al, 2019).…”

“…Research on first-generation college students of color also notes that colleges and universities make it difficult for families to be involved and engaged; families are institutionally marginalized. For example, in their content analysis of 82 orientation program websites across the United States, Harper et al (2018) found no mention of first-generation, low-income, or families of color in the orientation program name. Additionally, there was very little to no mention of these populations in the information displayed on the orientation websites.…”

Parents’ Perceptions of Involvement in Their Students’ First Year in College

“…Further, to address the composition of the sample, the definition of parent could be expanded to include any individual (e.g., parents, family members, or others who provide support to students) who may be student caregivers and therefore have perceptions of involvement as they support students. Suggested terms may include any caregiver or student supporters to highlight the broader network involved in students' first year of college (Harper et al, 2018). Lastly, this research could be replicated in various higher education institution settings, including other R1 institutions, R2 institutions, community colleges, and others, to determine perceptions of parental involvement in multiple higher education settings.…”

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

“…Families also impact psychosocial adjustment and remain an important source of social support in college (Drum et al, 2009;Hope & Smith-Adcock, 2015;Mattanah et al, 2015), though more work is needed to understand parental involvement and influence on college students (Harper et al, 2012;Kiyama & Harper, 2018;Wartman & Savage, 2008;Wolf et al, 2011). College parent programs have existed since the 1920s, and over 90% of schools offer some sort of family programming (Self, 2013;Wartman & Savage, 2008), but this is often just a session during orientation, a newsletter, or a website (Coburn & Woodward, 2001;Harper et al, 2019). Families are generally seen as outside the purview of colleges (Kiyama & Harper, 2018).…”