ERIC Number: ED346792
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Student Development and Family Systems: Critical Review and Implications for Theory and Practice. Student-Environment Study Group. Student Development Monograph Series, Volume 2.
In response to a gap in the literature on student development with respect to the role of the family, and anecdotal evidence that the family's influence on the college student's development is profound, a review of the relevant literature on higher education, social psychology, psychiatry, sociology of the family, and family therapy was undertaken. The review is organized in terms of entry, attendance, and post-graduation with review of the studies in each are guided by six systemic assumptions that emphasize the dynamic, reciprocal character of adolescent-family relations. The following four themes gained prominance in the process of the monograph: (1) developmental influences are not limited to the university campus but extend to include the role of parents and siblings; (2) university entry is not universally accessible but mediated by a range of class-related variables, chief among them parental attitudes, values and expectations; (3) variation in parental socialization practices help account for systematic gender differences with cross-sex and same-sex parent-adolescent relations relevant to divergent dimensions of student behavior; and (4) various forms of social pathology among university students can frequently be traced to ongoing patterns of dysfunctional family interaction. Included are over 175 references and a supplementary bibliography of nearly 200 references. (JB)
Descriptors: Access to Education, College Attendance, College Students, Colleges, Cultural Influences, Family Characteristics, Family Influence, Family Role, Foreign Countries, Graduation, Higher Education, Individual Development, Literature Reviews, Models, Parent Influence, Sex Differences, Student Development
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Guelph Univ. (Ontario).