Finding Balance

Staff Members’ Beliefs About Parental Contributions to College Students’ Independence

Dados Bibliográficos

ID21839014
AutoresCasandra E Harper (0000-0001-7889-7952, University of Missouri, autor correspondente), Judy Marquez Kiyama (0000-0002-9111-2766, University of Arizona), Alice Lee (0000-0002-8492-837X, University of Arizona)
Ano2024
Volume61
Fascículo4
Páginas518-530
Data de publicação2024-08-07
Open AccessNão
TipoARTICLE
PeriódicoJournal of Student Affairs Research and Practice (JOURNAL)
Identificadores do periódicoISSN: 1949-6605 • E-ISSN: 1949-6591
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/19496591.2023.2242305
OpenAlexW4386253237
IdiomaEN
Referências citadas33

This multiple case study draws from interview and observation data from nine institutions to reveal the role that orientation and parent and family programming staff members believe they and parents should play in facilitating students’ independence development. Key findings include the importance of balance in involvement and partnering with parents to support students’ independence. Results reveal conflicting messages within institutions provided to families about challenge, support, and when and how parents and staff should intervene

Medical education · Pedagogy · Political science · Public relations · Collaborative Teaching and Inclusion · Higher Education Research Studies · Medicine · Parental Involvement in Education · Psychology · Social Psychology

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