What do HSI Parents want from College?

2014 NASPA Annual Conference * Baltimore, Maryland * March 15-19, 2014

March 17, 2013/10:00 a.m.- 10:50 a.m.Justin M. Alger Ph.D. Director of Residence Life, Herkimer College

@DocAlgerJermaine F. Williams, Ed.D.,

Assistant Vice President for Student Affairs, Northeastern Illinois

University

What Do HSI Parents Want From College?

Goals of the Presentation

• Participants will be updated on current literature surrounding Hispanic parental involvement in Higher Education

• Participants will understand the methodology and findings of a quantitative study of parental expectations of a Hispanic Serving Institution in the Mid-West

• Participants will be exposed to the implications of parent expectations of higher education institutions



Outline• Introduction• Northeastern Illinois University• Importance of Identifying and Studying Needs of Parents and Families (a.k.a. literature review)

• PECTAC and Methodology• Findings presentation and discussion• Implications for practical applications• Recommendations for future practice and research

• Questions


Northeastern Illinois University

• Public Hispanic Serving Institution located in Chicago, IL that serves more than 11,000 students and grants baccalaureate and Masters degrees.

• In a 2013 report, Newsweek magazine identified Northeastern Illinois University as the sixth best investment among all universities in the nation and number one in Illinois.

• In its annual publication of “Best Colleges,” U.S. News & World Report indicates Northeastern Illinois University is one of the most ethnically diverse universities in the nation. Northeastern has held this distinction since 1997, the first year U.S. News & World Report established this category in this “Best Colleges” rankings.


NEIU Vision for the Future• The Division of Student Affairs will be a national leader in urban higher education and among Hispanic Serving Institutions through its promising practices to support student success. • Excellence in Student Engagement

• Excellence in Educational Partnerships

• Excellence in Innovation

• Excellence in Professional Practice

NEIU Vision for the Future (cont.)

• Excellence in Educational Partnerships• Action Step: Develop strategies to engage parents and family members as our partners in student success.

• Office of New Student and Family Programs (July, 2012)• First-Year Orientation, Transfer Orientation, Family Orientation, Testing Services, Summer Bridge, Family Programming, New Student Welcome (2013), and AskMe Campaign (2013)

• Development of five-year strategic plan (2013)• FY14 goal of conducting a comprehensive needs assessment for parents and family members of Northeastern students


Importance of Identifying and Studying Needs of Parents and

Families• 2012, 69% of Hispanic high school students enrolled in

college (Toppo, 2013)• Latino parents view Higher Education as an opportunity

cost (Ortiz and Hernandez, 2012)• Parents are viewed as funding sources for students

higher education and have not been given much attention (Brozick, 2007)

• Hispanic students are concerned with financial costs (Diaz, 2013)

• Latino parents with limited education feel unable to provide assistance with college choice (Auerbach, 2006)

• Latino Schools can’t keep up with rising college standards coupled with lack of capital at home (Bergerson, 2007)


Importance of Identifying and Studying Needs of Parents and

Families (cont.)• “Among the many important factors that drive

Millennial’s decision to go to college are family, financial considerations, and postcollege aspirations...For example, a larger proportion of Latina/o Millennials (52.1%) as compared to a generation ago (40.0%) report that parental encouragement was a “very important” reason for deciding to go to college. On the other hand, a slightly larger proportion of these same Latina/o Millennials relative to their Generation X peers are choosing their college because they want to live close to home” (Bonner, Marbley, Howard-Hamilton, 2011, p.101).


Professional Groups for Administrators that Support

Parents and Families• NASPA Parent and Family Relations Knowledge Community (Justin Alger, Angela Watson, Co-Chairs)

• Association of Higher Education Parent/Family Program Professionals AHEPPP


Comprehensive Needs Assessment of Parents and

Families (2013-2014)• Multi-faceted (i.e., quantative and qualitative, with different instruments)

• Sustained (year-long during essential times)

• Formative and Summative


Data Collection by Leveraging Programs and Services

• Family Orientation – Programmatic Survey

– Interest Form• Family Brunch• Family and Parent Council

• New Student Welcome• Proyecto Pa’Lante• Year End Event

Parent Expectations of Collegiate Teaching and

Caring• Young (2006) conducted a study to determine expectations parents had related to the teaching and caring functions of the institution (small, religious affiliated, private, midwest)

• PECTAC Instrument Developed– Constructs of Teaching and Caring introduced and defined

– Developed based on Five Benchmarking Concepts of College Student Report of the NSSE

• Alger (2011) utilized the PECTAC at a large, public, research, northeast– Added mechanics of how parents pay to PECTAC

• Alger (2013) invites participation to utilize PECTAC at NASPA 2013


PECTAC Teaching and Caring Defined

• Teaching: Level of Academic Challenge, Active and Collaborative Learning, Out of Class Learning Opportunities– Technology Resources Provided in Support of Learning

– Active & Team Learning– Out of Class Learning Opportunities

• Caring: Enriching Educational Experiences, Supportive Campus Environments– A Caring Faculty– A Caring University Community– Being in Partnership with Parents


Methodology• Instrumentation

– PECTAC• Procedures

– IRB Approval– Data Collection

• Sample relatively representative to student demographics–31.2% (n=20) Partial Response Rate –21.8% (n=14) Completion rate

• Limitation:– Potential reasons for non-response

–Education–Cultural Bias–Internet Access

•Creates opportunity for practical application/future study



Demographic Finding Highlights• 75.0% (n=15) Fathers• 70.0% (n=14) Married• 50.0% (n=10) Female students, 50.0% (n=10) Male students

• 45.0% (n=9) Hispanic• 60.0% (n=14) Hold Associates Degree or less• 65.0% (n=13) First Time College Parent• 95.0% (n=19) were A Little Involved or Not Involved at All in the college selection process Of (n=9) who identified as Hispanic parents, 1 responded A little Involved, 8 Not Involved At All

Technology Resources Provided in Support of Learning


TechResource Dimensions NEIU 2013General academic advising information by way of a website 6

Web access to view tuition & fees 5Specific academic advising information by way of a website for my student 4

Email access to your student's academic advisor 4Wireless Internet access throughout campus 2Access to computer labs 2Web access to view financial aid information 1Web access to register/drop/add courses 1Email access to your student's faculty instructor 1Access to textbooks and ordering by way of a website for my student 1

Training on the University Libraries digital resources 1

High-speed Internet access in your student's residence hall room 0

Academic content delivered by way of a course website 0

Access to a University-provided email account 0A University-provided portable computer 0

Active & Team Learning


ATL Dimensions NEIU 2013Be given consistent feedback on written work (research papers, journals, etc.) 8

Discuss and critique ideas from readings with other students and the instructor during course 8

Leave college with more information technology skills in their field of expertise 6

Outperform the faculty instructor's expectations 6Participate in community-based or service-based course projects 3

Participate in group projects outside of class using instant messaging 1

Complete assignments by way of a course website 1Present in front of peers and the instructor using technological means 1

Learn by way of an online course 0Use the internet to research an assignment 0

Out of Class Learning Opportunities


OCL Dimensions NEIU 2013Receive additional academic advising or mentoring if requested 7

Be provided with opportunities for internships 7Be provided with training on how to be more responsible 5

Access to student tutoring and academic support 5Have access to career counseling and placement services 3

Be provided with information on developing good morals 2

Have opportunities to learn about someone from a different race/culture 1

Be provided with remedial or disability services if needed 1

Complete a practicum or internship using technology 1

Have access to services and resources in the greater Chicago area 0

Have opportunities to join a variety of student clubs and organizations 0

Have opportunities for service & volunteerism 0Have opportunities to socialize in group activities 0

A Caring Faculty


CF Dimensions NEIU 2013Have regular contact with your student's academic advisor 10

Be treated fairly by the course instructor(s) 5Develop plans for a major with your student's academic advisor 5

Be instructed by a faculty member rather than a teaching assistant 4

Receive information on additional tutoring from your student's course instructor(s) 2

Be known on a personal level by at least one faculty member 1

Have access to your student's instructor(s) outside of class 1

Be known by your student's course instructor(s) 1

Be provided the opportunity to give feedback on your student's course instructor(s) 1

A Caring University Community


CUC Dimensions NEIU 2013Opportunities to explore your student's leadership potential 5

A university community that appreciates the uniqueness of each student 5

Programs welcoming your student to campus life 3

Support and challenge like a parent might give 3

Care at the student counseling center 3Opportunities to grow in your student's faith life 3

Opportunities to learn how to be in community with others 2

Programs orienting your student's to collegiate life 2

Health care at the student health center 1A friend in your student's floor RA (Resident Advisor) 0

Being in Partnership with Parents


Provide a safe and secure campus 7Notify me of my student’s academic success on a regular basis 6

Provide me with my student’s major and degree progress information by way of a website 3

Contact me if my student is caught cheating or plagiarizing 2

Discipline my student fairly if she/he breaks University policies and procedures 2

Provide my student unlimited visits at the counseling center, if needed 2

Have my calls returned by members of the faculty or administration within 24 hours 1

Notify me if my student is using illegal substances 1

Orient me as to how I will be involved in my students education 1

Provide my student additional academic advising, tutoring, or mentoring if requested 1

Notify me if my student is drinking illegally 0

Implications for Practice• Why would we not want to know about a constituent?

Collect parent data!• Entry point to the institution

• Parents will be involved and we need to manage and foster that energy

• Consistent parent message• Need inspiration? Ask supervisor, look at your mission/vision, values of your institution/department

• Offices• Family and Parent Programs• Admissions/marketing the institution• Orientation programs• Academic Affairs and Academic Support Services• Fund raising/friend raising

Implications for Research• Collect Parent Data!• PECTAC should continue to be replicated with different types of institutions, sizes, geographic locations, and student populations, to determine how well we understand parent expectations

• Further examination of parent expectations after the first year (longitudinal)

• Parent expectations relationship to student experience (PECTAC/NSSE)

• Look at faculty interactions with parents

Next Steps…• Analyze responses by race and ethnicity, level of education, indication of involvement in the college selection process, etc.

• Seven uses of the PECTAC imply further research is necessary

• NEIU 2014!• What are expectations of parents at your campus?

• I will administer the PECTAC at your institution• I will analyze your parent expectations and provide you with the raw data, a detailed report, recommendations, and my time

• Availability for 10 institutions (5 left)

Questions?Justin M. Alger Ph.D., Director of Residence Life, Herkimer College

[email protected]@DocAlger

Jermaine F. Williams, Ed.D., Assistant Vice President for Student Affairs, Northeastern Illinois University -

[email protected]

mailto:[email protected]

mailto:[email protected]

• Alger, J. M. (2011). Parent Expectations of Collegiate Teaching and Caring and its Relationship to their Financial Profile. State University of New York at Buffalo.

• Auerbach, S. (2006). " If the Student Is Good, Let Him Fly": Moral Support for College Among Latino Immigrant Parents. Journal of Latinos and Education,5(4), 275-292.

• Bonner, F., Marbley, A. F., Howard-Hamilton, M.F. (Eds.). 2011. Diverse Millennial Students in College: Implications for Faculty and Student Affairs. Sterling, VA: Stylus Publishing.

• Bozick, R. (2007). Making it through the first year of college: The role of students' economic resources, employment, and living arrangements. Sociology of Education, 80(3), 261-285.

• Bergerson, A. A. (2007). Exploring the impact of social class on adjustment to college: Anna’s story. International Journal of Qualitative Studies in Education,20(1), 99-119.

• Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (Eds.). (2012).Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Stylus Publishing, LLC.

References

• Diaz, J. D. (2013). Gold Paper# 4-‐“New Hispanic High School Graduates & Considerations for Post-‐High School Education”.

• Ortiz, A. M., & Hernandez, S. (2012). LATINO/LATINA COLLEGE STUDENTS.Multiculturalism on Campus: Theory, Models, and Practices for Understanding Diversity and Creating Inclusion, 87.

• Toppo, G. (2013, May 9) Record rate of Hispanic students heading to college. USA Today. Retrieved from http://www.usatoday.com/story/news/nation/2013/05/09/pew-hispanic-center-students-college/2146697/

• Young, W. W. J. (2006). Parent Expectations of Collegiate Teaching and Caring. Doctor of Philosophy Dissertation, University of Nebraska, Lincoln.

More References

http://www.usatoday.com/story/news/nation/2013/05/09/pew-hispanic-center-students-college/2146697/



What do HSI Parents want from College?

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