There are more students aspiring to college than ever before in U.S. history. Researchers Barbara Schneider and David Stevenson have found that the percentage of adolescents who are aspiring to professional jobs that require a college education increased significantly between 1980 and 1992. During this time, the number of high school seniors who anticipated going to college increased from 54% to more than 70%, and, conversely, the number of high school seniors who desired clerical jobs or manual labor declined by more than 50% (Schneider & Stevenson, 1999, pp. 75-76). Schneider and Stevenson (1999) are authors of a new book The Ambitious Generation and note that more than "90% of high school seniors expect to attend college" (p. 5).

For most students and their families, the transition from the family home and the familiar high school and peer group to a new college or university community is an exciting time that increasingly is being viewed as a "rite of passage" for American youth. Having completed the hoops of college-prep classes, college visits, entrance exams, and applications, many high school seniors spend their spring months waiting to hear from their favored college. Fortunately, most high school seniors will be accepted by at least one of the colleges on their short list. However, Schneider and Stevenson (1999) have found that the majority of adolescents have a "limited knowledge about their chosen occupations and the required education and are therefore not realistic" about their long-term goals (p. 7).

Unrealistic expectations, which the researchers have termed as "misaligned ambitions," are a major reason that students do not complete college and eventually contribute to the record high dropout rates during the freshman and sophomore years at most universities. Students who have "misaligned ambitions" are called "drifting dreamers" (Schneider & Stevenson, 1999, p. 7), and they may not have the work experience, the knowledge related to their goals, the maturity to live independently in a college environment, or the motivation to persist when difficulties arise in an unfamiliar setting. Interestingly, there appears to be a tendency for teens to have misaligned ambitions when they come from homes where the parents have higher levels of education (Schneider & Stevenson, 1999, p. 82). The authors attribute this fact to the emphasis on education as a family value regardless of the person's chosen occupation.

Conversely, students with "aligned ambitions" have constructed a life plan that reflects the steps needed toward their occupations. That life-plan outline may or may not include a four-year college (Schneider & Stevenson, 1999, p. 83). While the life plans of adolescents may vary in detail and flexibility, the life plan is nevertheless a concrete diagram that increases the possibility of the adolescent's successful transition into college, the work environment, and adulthood. Parents and other significant adults in the student's life can help guide the student by suggesting some steps and more detail to help develop the student's realistic goals. A student with aligned ambitions views his actions as having meaningful consequences and demonstrates a better understanding of institutional requirements for his chosen career. The life plan should be flexible but will also help the student's dream become a reality because it "can help an adolescent bring a sense of order to their social world, focus their efforts, and high-light the consequences of making particular choices" (Schneider & Stevenson, 1999, p. 84).

In his book College Keys: Getting in, Doing Well, and Avoiding the 4 Big Mistakes, Roger McIntire stresses the importance of parents remaining flexible and supportive when their student chooses to change schedules and college majors as their life plan takes form. In addition, McIntire notes some other important factors that will contribute to a student's success in college. For example, students who (1) lived on campus, (2) spent less time commuting, (3) worked on campus, (4) spent fewer hours working, (5) planned to continue higher education, and (6) had a number of college friends were less likely to drop out of college (McIntire, 1998, p. 109). Dr. McIntire, a former professor of psychology and associate dean at the University of Maryland, has identified these examples of "separation factors" as being a major reason students may choose to stay or leave college. While all students may state that they have one or two separation factors, a student who lives off campus, who spends more time working, and who may have unclear goals, along with a combination of other separation factors, is much more likely to drop out of school. McIntire suggests that parents and advisors focus first on helping the student with his or her adjustment or bond to the college environment. McIntire also suggests a variety of ways that parents might help, including:

Help with the final decision. Rather than backing out too soon, saying "It's your decision," parents can continue to contribute by helping the student make a comparison table, by asking for more details such as "Does the college have an internship program?" and then by getting excited about the young person's final decision.

* Be careful about how you encourage. Some parents take great pride in letting people know that their student takes more credit hours than the norm; however, students who push themselves too hard may "burn out" quickly. Allowing the student the freedom to take it easy and enjoy his or her college experience while getting involved in some positive social activities or groups will help the student feel more successful.

* Sponsor an "Off-to-College Shower." A shower is a fun way to let the student know that the parents support their decision while getting input from other family members and friends on their college experiences and successes.

* Tone Down the Worries. The possibilities for problems in college are endless, so it is best if parents tone down their worries when discussing college with the student. Instead, parents can help the student focus on the positive opportunities that exist in the college environment. Parents can also show confidence in the insight that the student will gain from his or her experiences.

For More Information

Peterson's Guide
www.petersons.com

College Affordability: Is There a Crisis?
http://npin.org/pnews/pnew997/pnew997e.html

College Planning for Gifted and Talented Youth
http://npin.org/library/pre1998/n00246/n00246.html

How Can I Help My Gifted Child Plan for College?
http://npin.org/library/pre1998/n00244/n00244.html

Career Guidance, Families and School Counselors. Highlights: An ERIC/CAPS Digest
http://npin.org/library/pre1998/n00338/n00338.html

Preparing Your Child for College: A Resource Book for Parents (1996-97 Edition)
http://www.ed.gov/pubs/Prepare/

Sources

McIntire, Roger W. (1998). College keys: Getting in, doing well, and avoiding the 4 big mistakes. Columbia, MD: Summit Crossroads Press.

Schneider, Barbara, & Stevenson, David. (1999). The ambitious generation: America's teenagers, motivated but directionless. New Haven, CT: Yale University Press.