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Parent, Peer, and Faculty Influence on Student Co-Curricular Involvement

Parent, Peer, and Faculty Influence on Student Co-Curricular Involvement. Heather Ammons, M.Ed Michelle Maher, Ph.D. First Year Experience Coordinator Associate Professor, Darton College Higher Education Admin. University of South Carolina. Introduction.

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Parent, Peer, and Faculty Influence on Student Co-Curricular Involvement

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  1. Parent, Peer, and Faculty Influence on Student Co-Curricular Involvement Heather Ammons, M.Ed Michelle Maher, Ph.D. First Year Experience Coordinator Associate Professor, Darton College Higher Education Admin. University of South Carolina

  2. Introduction • Involvement in co-curricular activities is an integral part of the college experience (Kuh, 1995) • Students develop a range of valuable skills • Little is know about how parents, peers, and faculty influence students’ decision to participate

  3. Research Question • What messages do students receive from parents, peers, and faculty about the value of co-curricular participation?

  4. Literature • Parents • Attachment to caregivers influences several college outcomes (Rice, 1995) • Peers • “Students spend the greatest amount of time in college with other students: therefore, they are the primary agents of socialization for one another in a variety of domains (Moran & Gonyea, 2003, pg. 13) • Faculty • Interactions with faculty influence students’ satisfaction with and persistence in college (Pascarella, 1980)

  5. Method • Site • Large southeastern university with over 300 co-curricular organizations in operation • Sample • Twelve full-time undergraduate science majors • Data Collection and Analysis • In-depth interview designed to gather data on students’ perceptions of their co-curricular involvement and messages about this involvement students felt they had received from parents, peers, and professors

  6. Results - Parents • Exerted a significant and positive influence on involvement • Some were involved in activities and served as an example and role model • Also had the potential to be associated with negative influences on students involvement

  7. Results- Peers • Provided information on how to become involved in activities, as well as what activities to pursue • Student reported that they were often asked to join activities by their friends

  8. Results – University Personnel • All mentioned talking to their professors, both in and outside their major, about academic issues • If involvement in extracurricular activities was ever mentioned, it was mostly by e-mail or delivered to the class as a whole • Few students express disappointment at how the information was often not mentioned • Several professors were support of the extracurricular endeavors of the students

  9. Framework • Co-curricular Involvement Framework. Shows further relationships between motivation, influence and perceived value, as well as an added factor of information.

  10. Recommendations • Peers • Exchange information and support each others decisions • Parents • Support your students’ decision and serve as an example • Professors • Take responsibility for your strong influence and encourage students to participate • Institutions • Continue to provide opportunities for students outside of the classroom • Create an intuitional environment that fosters a student academic and extracurricular pursuits

  11. Conclussion • Peers, parents, and faculty significantly influence a students decision to become involved in extracurricular activities. • Parents and professors serves as bearers of knowledge and can relay the benefits of involvement by supporting a students desire to become involved • Peers serve as information bearers and mainly provide how to get involved and what to get involved with

  12. Reference Moran, E.T. & Gonyea, T. (2003), The Influence of Academically-Focused Peer Interaction on College Students’ Development. (ERIC Document Reproduction Service NO. ED 478 773) Pascarella, E.T. (1980). Student-Faculty Informal Contact and College Outcomes. Review of Education Research, (50)4, 545-595. Rice, K.G. & others. (1995). Cross-Sectional and Longitudinal Examination of Attachment, Separation-Individuation, and College Adjustment. Journal of Counseling and Development, 73(4). (ERIC Document EJ511361)

  13. Contact Information • Heather Ammons First Year Experience Coordinator Darton College Albany, Georgia 229-317-6864 Heather.ammons@darton.edu

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