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The Impact of Family Influence and Involvement on Career Development
Title
The Impact of Family Influence and Involvement on Career Development.
Creator
Joseph, Latashia, Daire, Andrew, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
Abstract / Description
Career decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness...
Show moreCareer decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness and development. College students will provide information on their parents' involvement and influence during their secondary education. Ultimately, this research will identify how family influences the career decision-making processes and will educate professionals about how to incorporate the family as a way to avoid delays in the desired career paths of emerging adults.This mixed methods study investigated the influence of family on the career decision- making process among emerging adults attending a metropolitan university in the southeastern United States. It also sought to identify the nature of parental involvement in activities, academic achievement, choosing a major, and career choice in college students. The first two questions formulated the basis for quantitative research methods, and qualitative methods aided in exploring the third question. The Career Involvement and Influence Questionnaire (CIIQ) and the Career Development Inventory (CDI) provide the source of data collection for this study. The study yielded no significant relationship or differences among caregivers' (mothers, fathers, and other caregivers) involvement in career decisions (CIIQ) or future influences and level of career decidedness (CDI). The qualitative results provided clarity as to some of the commonalities and differences that existed among responses of the participants. Implications of the findings refer to counselor education, clinical practice, and future research.
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Date Issued
2012
Identifier
CFE0004391, ucf:49367
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004391
ENHANCING THE KNOWLEDGE AND INVOLVEMENT OF HISPANIC FAMILIES OF CHILDREN WITH DISABILITIES THROUGH SPECIFICALLY DESIGNED FAMILY WORKSHOPS.
Title
ENHANCING THE KNOWLEDGE AND INVOLVEMENT OF HISPANIC FAMILIES OF CHILDREN WITH DISABILITIES THROUGH SPECIFICALLY DESIGNED FAMILY WORKSHOPS.
Creator
Camacho, Mayra, Platt, Jennifer, University of Central Florida
Abstract / Description
In 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including...
Show moreIn 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including ethnically diverse students for whom English is their second language, exhibit lower academic achievement when compared to the majority group (Lyon et al., 2001). Low academic achievement among students from minority backgrounds can influence their school placement. Approximately 37% of all students receiving special education services in 2002 were ethnically diverse (National Center of Educational Statistics, 2002). Concerned with the significant gap between the achievement of children from minority backgrounds and students from the majority group, Congress amended the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind (NCLB) Act in 2001. NCLB requires public schools to demonstrate acceptable progress for all students, including those who are culturally and linguistically diverse and those with disabilities. NCLB also promotes and supports greater parent involvement (Wright, Wright, & Heath, 2004) and requires schools to report on students' progress by subgroup (i.e., ethnicity, disability, English language learners, and low-income). Because the majority of students from diverse ethnic backgrounds are Hispanic (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005), a high percentage of students with disabilities are from minority groups (Hosp & Reschly, 2004), about 77% of English language learners are from Hispanic descent (Klingner, Artiles, & Barletta, 2006), and approximately half of school-age children of immigrants are from low-income homes (Hernandez, 2004), it is important for schools to take a closer look at the specific needs of Hispanic families of children with disabilities in order to promote their participation in the education of their children. The purpose of this study was to research the influence of components incorporated into a series of workshops specifically designed for Hispanic families of children with disabilities and to study the effect that participating in the workshops would have on parents' knowledge about their children's Individualized Education Program (IEP) and on their level of involvement in their children's education. TENFEE: Talleres en Español para las Necesidades de Familias en Educacion Especial (Spanish Workshops for the Needs of Families in Special Education) delivered five workshops where a series of components were provided to counteract the most frequently identified barriers in the involvement of Culturally and Linguistically Diverse (CLD) parents in the education of their children with special needs: (a) complexity of disability, (b) language barriers, (c) cultural differences, and (d) socioeconomic status (Fix & Passel, 2003; Kalyanpur & Harry, 2004; Quezada, Diaz, & Sanchez, 2003). Thirty-seven parents or primary caregivers of students receiving special education services in three school districts in central Florida participated in the study. Before and after the workshops, participants completed a three-part survey in which they gave demographic information, responded to 50 multiple choice test questions related to the IEP process, and answered 10 open-ended questions related to their involvement in their children's education. Participants also completed an evaluation at each of the workshops indicating which of the workshop's components influenced their decision to participate. Finally, participants' children's teachers completed the Parent/Family Involvement Index (P/FII) before and after participating in the workshops. The P/FII is a measure of parent involvement in their children's special education services as perceived by their children's teachers. Following data collection, quantitative statistical analysis was completed using descriptive statistics to examine if TENFEE's components supported the participation of the targeted population to the workshops. A Paired Sample t-test was calculated to evaluate any differences in participants' IEP knowledge survey test scores before and after the workshops as well as differences in teachers' P/FII scores before and after the workshops. Multiple Regressions were conducted to determine if participants' demographic characteristics influenced IEP knowledge survey test scores and/or P/FII scores.
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Date Issued
2007
Identifier
CFE0001789, ucf:47251
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001789
THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY
Title
THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY.
Creator
DeNoon, Patricia, Everett, Robert, University of Central Florida
Abstract / Description
Research has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents...
Show moreResearch has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents to attend a class with their student. This research was conducted in a large middle school in a central Florida school district with two 7th grade classrooms. One classroom served as the control group, while the second served as the experimental group. The teacher researcher was responsible for increasing communication with the parents in regards to student behavior and/or performance. Implementation of increased communications are associated with keeping parents informed, however they only work to increase student performance if the parent uses the increased communication and applies the information to use at home. Analysis of the data indicated that there was no difference between the two classes. The majority of the invited parents in the experimental group did not participate in the parent workshops. Students in the experimental groups showed little or no difference in grades on the post unit exam or in their overall grades. Additional research with smaller sampling sizes would be a recommendation of this researcher. When working with an average of one hundred and twenty students on a regular basis, working with twenty five sets of parents to increase communication was a daunting task. The researcher would recommend having an experimental group of no more than ten for future ii i studies. Although a small sample may be sufficient for a descriptive study, it's recognized that a small sample will likely not have sufficient power to detect statistically significant differences if they exist.
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Date Issued
2007
Identifier
CFE0001689, ucf:47219
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001689
A Process Evaluation of a Family Involvement Program at a Title I Elementary School
Title
A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
Creator
Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
Abstract / Description
Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
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Date Issued
2017
Identifier
CFE0006768, ucf:51857
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006768
THE INFLUENCE OF FAMILY COMMUNICATION STYLES ON CAMPUS EXPERIENCE IN COLLEGE-AGED CHILDREN
Title
THE INFLUENCE OF FAMILY COMMUNICATION STYLES ON CAMPUS EXPERIENCE IN COLLEGE-AGED CHILDREN.
Creator
Kjosa, Madison, Weger, Harry, University of Central Florida
Abstract / Description
As an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these...
Show moreAs an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these variables (Schmidtgall, King, Zarski and Cooper, 2000; Bradbury and Mather, 2009; Hannum and Dvorak, 2004; Kenny and Donaldson, 1991; Lopez et al, 2001; Shaver and Mikulincer, 2006). However, there is one area of the family that has been scarcely studied in terms of campus experience influence: family communication patterns (FCPs). The present study sought to investigate this connection. Utilizing a survey-based design, 253 student participants were asked questions to identify the amount of conversation and conformity orientation present in their family unit, as well as levels of campus participation, college self-efficacy, depression and stress. Results indicated that conversation and conformity orientation in families were positively correlated with campus participation. Conversation orientation led to higher feelings of college self-efficacy and lower feelings of stress and depression. Conformity orientation had no correlation with experiencing stress or depression. The current study suggests that family communication does indeed influence multiple areas of a student's college experience, though conversation-oriented communication has a greater positive influence. Having a positive and communicative family environment allows students to get involved, lowers their risk of experiencing mental issues, and equips them to feel confident in their environment. However, the obedience and uniformity found in conformity orientation families instills structure in a student, which may help them avoid distractions and stay focused on schoolwork (Koerner and Fitzpatrick, 1997).
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Date Issued
2018
Identifier
CFH2000423, ucf:45885
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000423
Social Disorganization and Florida Public High School Academic Performance
Title
Social Disorganization and Florida Public High School Academic Performance.
Creator
Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
Abstract / Description
Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
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Date Issued
2016
Identifier
CFE0006335, ucf:51548
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006335
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS
Title
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator
Doran, James, Allen, Kay, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued
2004
Identifier
CFE0000245, ucf:46244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000245