The theory of emerging adulthood: parents’ experience of their child’s transition to college

Abstract

ABSTRACT The transition to college is a critical determinant of student success in higher education. Increasingly, students’ parents play a key role in supporting their sons and daughters as they adjust to the academic and social demands of university. However, little research has been conducted into parents’ experiences of their child’s transition to college. Arnett’s theory of emerging adulthood is concerned with the developmental stage typically associated with students. Parents of university students were invited to describe the challenges faced by students in the transition to college. Quantitative and qualitative data were elicited on the parents’ experiences of students’ transition to higher education. A survey was conducted, and participants were interviewed at key points during one academic year. Parents reported struggling with changes in their home and family life during this phase. They expressed mixed and complex views on the adult status of their children. They also sought direct communication and guidance from the university to support more effectively their child during the transition process. The findings of the study are discussed in the light of Arnett’s theory of emerging adulthood and implications are highlighted in this regard. Recommendations are made regarding transition planning, effective communication with parents and the provision of academic and personal support systems to facilitate the successful transition of students to college.