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AHEPPP Conference 2012

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Chelsea Petree

on 29 October 2012

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Transcript of AHEPPP Conference 2012

Chelsea Petree & Marjorie Savage
University of Minnesota Boomerang Families: Preparing Students
and Families for Life After College Background Provide information to parent/family professionals about parents’ and graduates’ expectations and concerns regarding a move home, which will assist families in preparing for the new roles and responsibilities that come with this move Purpose
Child (1.6%)
Somewhere in between (64.1%)
Adult (34.3%)

More parents of older students saw students as adults Parent Results Alumni Results Challenges Delivery methods and sources Advice for Parent/Family
Professionals 2012 AHEPPP Conference
Boulder, CO Advice for Parents Aquilino, W. S. (1991). Predicting parents' experiences with coresident adult children. Journal of Family Issues, 12(3), 323-342

Aquilino, W.S. (1997). From adolescent to young adult: A prospective study of parent-child relations during the transition to adulthood. Journal of Marriage and Family, 59(3), 670-686.

Bernhardt, J.M., & Felter, E.M. (2004). Online pediatric information seeking among mothers of young children: Results from a qualitative study using focus groups. Journal of Medical Internet Research, 6, e7.

Furman, E. (2005). Boomerang Nation. New York, New York: Simon and Schuster, Inc.

Goldscheider, F. & Goldscheider, C. (1999). The changing transition to adulthood: Leaving and returning home. Thousand Oaks: Sage Publications.

Hartung, B. & Sweeney, K. (1991). Why adult children return home. The Social Science Journal, 28(4), 467-480.

Sassler, S., Ciambrone, C., & Benway, G. (2008). Are they really mama’s boys⁄daddy’s girls? The negotiation of adulthood upon returning to the parental home. Sociological Forum, 23(4), 670-698.

Savage, M. & Petree, C. (2011). National survey of college and university parent programs. University of Minnesota. Available at www.parent.umn.edu

Savage, M., & Petree, C. (2010). University of Minnesota Parent Survey. University of Minnesota. Available at www.parent.umn.edu

Savage, M. and Ziemniak, A. (2011, March). Empty nest no more: Working with families on the moving-back transition. Presented at Student Affairs Administrators in Higher Education, Philadelphia, PA

Ward, R. A. & Spitze, G. D. (1992). Consequences of parent-adult child coresidence: A review and research agenda. Journal of Family Issues, 13(4), 553-572.

Ward, R. A., & Spitze, G. (1996). Gender differences in parent-child coresident experiences.’ Journal of Marriage and the Family, 58, 718–725. Resources
Very likely or certain (21.6%)
Somewhat likely (35.1%)
Rather unlikely (36.7%)
Not a chance (4.0%)
Haven't considered the possibility (2.6%) Full-time/inside field (30.2%)
Full-time/outside field (17.9%)
Part-time/inside field (6.4%)
Part-time/outside field (14.6%)
Volunteer work (2.9%)
Graduate school (18.2%)
Unemployed (3.9%) Adulthood status Moving home likelihood Job status Ever moved home (38.3%)

Longer than 1 year (29.9% ); 6 months or less (41.9%)

Moved home because:
Save money (56.2%)
Couldn't afford to live on own (51.9%)
Between living arrangements (27.6%)
Explore career options (16.9%)
Cultural/religious reasons (2.4%) Negotiating rules, responsibilities, expectations
Recognizing adulthood status
Establishing boundaries
Encouraging job search
Renegotiating family relationships
Additional cost
Providing support and motivation Loss of independence and privacy
Establishing boundaries
Feeling like less of an adult
Feeling embarrassed/negative stigma
Decline in social and dating lives Parents Graduates Continue to use online resources to provide information to parents
Emails (46.1%) and websites (30.6%) preferred

Parents want to receive information from ‘voices of experience’
Professionals (65.1%); recent parents (54.5%) preferred sources

Parent/family program professionals have the advantage of reaching parents before their students move home Cost

Balancing household responsibilities

Feeling of disappointment and embarrassment

Loss of independence and privacy

Negotiating adulthood status In the past, research and media messages suggested that co-residence was not preferred and not a normative transition

Historical context when determining what is ‘normative’: economic climate and demographic trends

Estimates have shown that 65% to 85% of graduates returned home Benefits Parents Graduates Spending time together; family meals
Company and companionship
Supporting child
Getting to know child as an adult
Renewing family relationships Save money; pay back student loans
Job search with less financial pressure
Comforts of home
Company and support of family Alumni Results Parent Study Recruited through AHEPPP
928 parents of undergraduate students
Mother (87.4%); White/Caucasian (91.9%); public (81.7%), 4-year (97.7%) institution
Student gender and year in school evenly split

Research Questions:
What are parents’ perceptions of student’s adulthood status, likelihood of moving home, and expectations if he or she returns home?
What delivery methods, sources of information, and topics do parents prefer as students move back home after graduating from college? Background Family relationships Relationships transition from the parent as caretaker to an egalitarian adult relationship

Studies have found that parent-child relationships reverted from one of friends back to that of parent-child once young adults returned home

Moving home may reverse transitions in family relationships, sending parents in search of information and support Background Why return home? Economic constraints, job opportunities, lack of alternative living arrangements, and financial situations

Less about material resources than social and emotional comforts

Comfort of the familiar; laundry and cooking Information needs Parents of today’s Millennials (born between 1981 and 2000) have nearly unlimited access to information

Parents have always relied on information, but parenting information is scarce for families with college graduates

Parenting does not end when parents drop their student off at college or as they receive a diploma As parent program professionals, we may be in the best position to provide information and support that will assist families adjust to life after college. Alumni Study Recruited through national alumni association listservs
Funded partially through NASPA research grant
3,095 recent alumni (graduated in 2007 or more recently)
Female (59.2%); White/Caucasian (88.3%); public (77.9%), 4-year (97.6%) institution

Research Questions:
What were recent alumni’s job and living situations following graduation?
What expectations, benefits, and challenges did alumni see for themselves and parents when they returned home? Parent Results Expectations
Household chores (81.9%)
Inform of whereabouts (59.4%)
Contribute to food/utility bills (27.0%)
Pay rent (23.5%)
Curfew (12.1%) Alumni Results Parent expectations Household chores (64.9%)
Encourage job search (60.4%)
Encourage independence (44.8%)
Whereabouts (39.1%)
Plan to move out (18.6%) Relationship with parents Strong relationship with parents

Moving home did not impact current relationship

Differences in current relationship by:
Employment status after college
Current employment status
Student loans Food/utility bills (13.2%)
Timeline (11.6%)
Rent (7.7%)
Curfew (3.7%) Advice for Parent/Family
Professionals Information needs Provide information and talking points and tips for parents

How to:
Support a job search (63.8%)
Negotiate household responsibilities (41.2%)
Discuss financial concerns (40.3%)
Encourage independence and growth (37.8%)
Negotiate rules (32.7%)
Establish boundaries (31.9%) Moving home

66.1% had student loans to repay
16.9% parents/guardians made payments Loan status
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