College Expectations Research Articles

Expectations for college and student persistence

Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.

Educational Stratification and Students’ Social Bonding to School

Abstract This paper examines the polarization model from qualitative research in both Great Britain and the US, which claims that educational stratification practices polarize students into pro- and anti-school orientations. Because few researchers have adequately conceptualized school attitudes and behavior, social bonding theory (Hirschi, 1969) is used to provide a framework for examining the polarization hypothesis. Relying on High School and Beyond data from the US, an attempt is made to develop measures of respondents’ social bonding to school, including college expectations, absenteeism, disciplinary problems, and engagement. The polarization hypothesis is supported by these US data when examining educational stratification effects on the school bonding measures. Compared to academic-track students, general- and vocational-track students have Iowa college expectations, more disciplinary problems, and are less academically engaged, controlling for prior school orientations and for selection bias due ...

Who is Studying in Groups and Why?

y concern about peer learning grew through my dual role as doctoral student and academic support counselor at the University of Pennsylvania. Most students who visited the University Reading and Study Improvement Service (URIS) were first and second-year students who had diffi culties adjusting to the expectations and routines of academic life. We tried to help these students expand their learning and study strategies through a reflective, problem-solving dialogue (Cohen 1992). After interviewing hundreds of stu dents over time, I found some global pat terns of their concerns and needs. Stu dents needed to read and remember massive amounts of material, often from a wide array of texts including novels, textbooks, manuscripts, journal articles, and handouts. They struggled with the expectations of college writing and need ed to apply new strategies when research ing, organizing, drafting, and revising their papers. Most of all, these students were overwhelmed by major exams, which were usually given a few times during the semester. Between exams, many students did not feel pressured to keep up with the reading or review their class notes, and they often fell behind in their work. Exams usually

Educational Hopes of Black and White High School Seniors in Virginia

Abstract This study presents exploratory research comparing college aspirations and expectations of Black and White high school seniors in Virginia who desire to attend college, (N = 40,848; Whites n = 33,006, or 81% of total population; Blacks, n = 7,842, or 19%). Research questions investigate how expectations and aspirations are influenced by (a) high school counseling, (b) perceived parental agreement with educational goals, and (c) type of curriculum—college preparatory or other. Results indicate that Black students use high school counseling to develop educational goals significantly more than Whites do (p < .05). The races differed significantly in the high school program in which they were enrolled: Over 60% of White students and 40% of Black students were enrolled in a college preparatory curriculum. Yet this did not produce a significant difference between the races in their educational expectations even when they were enrolled in noncollege preparatory programs. Policy implications of these fin...

Clinical Education: Perceptions of a Clinical Tutor's Role

Summary When students undertake practice placements it is usual for their tutors from the school or college to visit on a regular basis, yet the tutors' role appears little understood. Two studies tried to illuminate tutors' responsibilities. In study 1, semi-structured interviews obtained the opinions of a sample of students, tutors and supervising clinicians (n = 40). In study 2, 161 questionnaires were returned from a sample of supervising clinicians and students. Data from study 1 were analysed using a systematic process of content analysis while data from study 2 were coded and statistically analysed using the Mann Whitney U-test. The tutors' role was discussed in the light of four categories which emerged from study 1. Support for students included offering pastoral care as well as helping with clinical skills and discussing learning needs. Support for clinicians was concerned with giving information about the stage the students were at and the expectations of school or college, as well as helping with supervisory skills. The trouble-shooting role cast tutors as mediators, while the role of assessor was more concerned with giving advice to both students and clinicians about how they could assess, rather than tutors being responsible for assessments themselves. It was recognised that there were contrasting ideas between the respondents and different opinions also emerged from study 2 and these were significantly demonstrated (p

California's $30 million course cuts

AbstractExperience in California highlights state 1egislators' responsibility to communicate their clear expectations of community colleges' mission.

Testing and reporting on graduates: The new jersey basic skills assessment program

AbstractNew Jersey's statewide testing program demonstrates that systematic data collection and reporting can have a major impact—both on understanding the gap between college expectations and high school preparation and on the college and pre‐college efforts to close that gap.

Teaching the Undergraduate: Authority vs. Responsibility

E who here discuss teaching the undergraduate are far different teachers from what we were when we first began our university teaching nine years ago. We write out of a love for teaching, and with the hope that our experiences may benefit other teachers. The first term was agonizing. We prepared and taught new courses; classes were something to endure. We sighed with relief when they went well, and sank into depression if they did not. We were uncertain about what the university expected of us: must we really spend so much time preparing our classes, and also keep our office door open to students, or were we to allot most of our time to research for pub'ication? We were lonely outsiders in a town new to us, our older colleagues seemed inaccessible, and our peers so inundated by their own anxieties that they could do little to give us a feeling of belonging. Changes began during our second quarter. Gradually we became acquainted with our colleagues and ac customed to our new surroundings.. Slowly we managed to pursue our own goals instead of worrying about uni versity expectations of us. We had developed some self confidence and were taking our classes more in stride. As our fears and uncertainties began to fade and we envisioned our job in new ways, we began to experiment with our teaching style. The changes we tried brought new problems, but also a new sense of satisfaction in teaching. As we gained confidence in ourselves and began to examine our teaching, we were able to see our students more as individuals. Most of them had no clear concept of why they were in college. For some, undegraduate education was an ordeal they endured because, lacking definite directions of their own, the expectations of others dictated their enrollment in college. High school had been a sorting house for college and jobs; the uni versity was a sorting house for graduate careers, pro fessions, and business. For many students at that time, college was a means of avoiding induction into military service. Students at this respected state university attended class feeling apathetic or quietly negative about the value Seidman

Careers: TRENDS

Interesting facts have emerged from a survey of employment patterns of graduates from OND and HND courses conducted by the Hotel and Catering ITB. A report of an extensive survey conducted by the Board's senior research officer highlights the differences between the objectives and expectations of students, colleges and employers. Sometimes these are due to genuine differences in purpose; in many cases, especially among employers, there is a lack of knowledge of what courses contain and why.

Student Expectations of College

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsThomas A. KarmanThomas A. Karman is assistant professor in the department of administration and higher education, Oklahoma State University.

Relationship between the psychosocial maturity of entering college freshmen and their expectations about college.

Correlations were obtained between scores on six personality variables reflecting the components of psychosocial developmeht described by Erikson and four measures of the expectations of college held by entering students. The zero-order correlations revealed that successful psychosocial development is related to high expectations concerning the faculty, the administration, the students, and the major field. Stepwise multiple regression analyses indicated that the personality variables studied accounted for up to one-third of the variance in expectation scores with the components of Identity, Intimacy, and Autonomy generally making the largest independent contributions to the relationships. Unlike the other components, Autonomy was related negatively to anticipated satisfaction.

Student Needs, College Expectations, and “Reality” Perceptions

The purpose of this study was to test four hypotheses concerned with relationships between student needs, college expectations, perceptions of college realities, and four groups of student outcome: status quo, changed major, transfer, and withdrawal. Pair-wise Pearson product-moment correlations were obtained between like scales on the Stern Activities Index and two administrations of the College Characteristics Index, prior to college matriculation and at the conclusion of the freshman year. Student needs and expectations of college were related across sixteen of thirty person-situation dimensions but the magnitude and direction of correlations was strongly influenced by sex of respondent. Student expectations of college and subsequent perceptions of college realities were significantly correlated in thirty possible cases. The S’s sex influenced the magnitude of the correlations obtained between college expectation and college realities.

Teaching Advanced Language: What the Colleges Expect of the High Schools

Teaching Advanced Language: What the Colleges Expect of the High Schools

Teaching Advanced Language: What the Colleges Expect of the High Schools*

Teaching Advanced Language: What the Colleges Expect of the High Schools*

English and American Student Expectations of College

English and American Student Expectations of College

Participation in Interscholastic Athletics and College Expectations

Data from 785 male seniors from six urban Pennsylvania high schools are used to evaluate the relationship between post-high-school educational expectations and participation or non-participation in interscholastic athletic activities. A zero-order y of .28 indicates that expectations and participation are positively associated. The possibility that this association is spurious is tested by statistically controlling three potentially confounding variables: Social status, academic performance, and parental educational encouragement. A third-order net partial association of .24 suggests that the association is not spurious, that the positive relationship between expectations and participation is a result of the socialization experiences of athletics rather than of differential selection into high school sports. Further analyses indicate, however, that the positive association between expectations and participation is not constant over relevant categories of the control variables but that the relationship is ...

Reality and nonreality in student expectations of college.

(1966). Reality and Nonreality in Student Expectations of College. The Journal of Psychology: Vol. 64, No. 1, pp. 41-48.

What the Colleges Expect: A Report of the NCTE Committee on High School-College Articulation

What the Colleges Expect: A Report of the NCTE Committee on High School-College Articulation

Do the Colleges Expect Enough?

Do the Colleges Expect Enough?

Do The Colleges Expect Enough?: The Contribution The College Can Make To Excellence In Character And Intellect

Do The Colleges Expect Enough?: The Contribution The College Can Make To Excellence In Character And Intellect