Counseling, Higher Education & Special Education
Permanent URI for this communityhttp://hdl.handle.net/1903/2226
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Counseling & Personnel Services; Education Leadership, Higher Education & International Education (excluding Organizational Leadership & Policy Studies); and Special Education.
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Item Chinese Parenting Styles and Parental Involvement on Adolescents’ School Success(2020) Zhu, Qianyu; Wang, Cixin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Academic burnout and engagement are important indicators of students’ school success. Studies have revealed that parenting styles and parental involvement have significant influences on students’ academic burnout and engagement. However, few studies have explored the mechanism of how parenting styles and parental involvement impact students’ academic burnout and engagement, especially among Chinese high school students. This study examined whether parenting styles and parental involvement (based on parental report) influenced high school students’ academic burnout and engagement via perceived parental support (based on adolescent report). A total of 285 Chinese high school students and their fathers and mothers participated in the current study. Results indicated that paternal authoritative parenting negatively related to academic burnout, and maternal authoritarian parenting positively related to academic burnout. Additionally, in both paternal and maternal models, perceived parental support mediated the relations between authoritative parenting and knowledge and skills involvement and students’ academic engagement. Moreover, the study also indicated that fathers and mothers may influence boys’ and girls’ academic burnout and engagement differently. Parents and schools can use the findings to increase high students’ academic engagement and decrease students’ academic burnout.Item EDUCATIONAL PLANS BEYOND HIGH SCHOOL: NARRATIVES OF BLACK MALES' POSTSECONDARY DECISION-MAKING PROCESSES(2008) Lee, Zakiya Shani Smith; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The enrollment gap between Black male and female undergraduates began in 1960 and has grown significantly over the years. Although a gender gap exists for all racial/ethnic groups, more attention should be paid to one subgroup of men who are in the worst situation - African American men. The purpose of this study was to understand the influences on and processes by which Black males make decisions about pursuing a college education and searching for a college after high school graduation. Utilizing narrative inquiry methodology, data were collected through interviews, school records, and demographic questionnaires. Participants for this study were 10 12th grade and 1 11th grade Black males attending school in a Mid-Atlantic state. Data were analyzed using initial and focused coding, and the results were considered in relation to three theoretical frameworks, Hossler and Gallagher's (1987) Three Phase Model of College Choice, K. Freeman's (2005) model of African Americans in predisposition, and critical race theory (Delgado & Stefancic, 2001). Participants planned to attend college for financial advancement, career development, and personal growth. Findings suggest that parental encouragement is more influential than parental expectations, as participants whose parents were involved throughout their child's schooling had the clearest college plans. Although most participants did not identify finances as influential to their college decision making, all participants made cost-conscious decisions such as applying for scholarships and financial aid and staying close to home. The effect of low grades was strong and resulted in challenging search processes but did not affect predisposition. Social capital was influential in helping participants learn about college from those knowledgeable about college. Participants also indicated that the presence of career plans, long-term goals, patience, increased motivation and information, and the influence of family may increase the number of Black males enrolled in college. Implications address participants' late start on the college choice process and suggest a default college preparatory curriculum, more informed school personnel, and the standardization of college and career information sessions that will produce knowledgeable Black males who have postsecondary educational options that are not hindered by poor academic performance or lack of information.Item The Influence of Parental Involvement on the Educational Aspirations of First-Generation College Students(2004-05-07) Pagliarulo, Graziella Michele; Inkelas, Karen K; Counseling and Personnel ServicesThis study examines the influence of parental involvement on the educational aspirations of first-generation college students. Additionally, the researcher investigates the changes in first-generation students’ educational aspirations over time as well as the differences in students’ educational aspirations and actual attainment. Differences in educational aspirations and attainment are analyzed by race, gender, and SES. For this study, longitudinal data from a nationally representative sample of students generated by the National Educational Longitudinal Study 1988-2000 (NELS:88/2000) was used. Statistical measures employed included multiple regression, repeated measures ANOVA, and crosstabulation. Results indicated that parental involvement, among other variables, explained some variance in first-generation students’ educational aspirations. Additionally, these students’ educational aspirations increased over time, and, for the most part, students did not attain their aspirations. Differences in aspirations and attainment by race, gender, and SES were also discovered.