students of the third millennium who are they? what are their needs? how do we respond? fred b....

STUDENTS OF THE THIRD MILLENNIUM

WHO ARE THEY?

WHAT ARE THEIR NEEDS?

HOW DO WE RESPOND?

Fred B. Newton, Ph.D. October 18, 2002

Transformers Shaping Our CultureChesapeake, VA

Fred B. Newton, Ph.D. Chesapeake, VA October 18, 2002

STUDENTS OF THE THIRD MILLENNIUM: WHO ARE THEY? WHAT ARE THEIR NEEDS? HOW DO WE RESPOND?

CHANGING DEMOGRAPHICS OBSERVATIONS:

Population growth toward greater ethnic diversity Decrease in traditional family households Increases in those seeking higher education Minority populations in higher education have mixed success Females show dramatic increases in numbers Increased expectations generally for college education

IMPLICATIONS: Coexistence of differing cultures and world views Impact of changing roles for women and men Merging trends of culture and society Increasing educational expectations: realistic vs. disappointment Finding common standards and values in a multicultural society



Households by Type: 1970 to 2000

40.330.9

26.3 24.1

30.3

29.929.8

28.7

10.6

12.914.8

16.0

5.6

8.69.7 10.7

11.514.0 14.9 14.8

1.7 3.6 4.6 5.7

1970 1980 1990 2000

Nonfamily households

Family households

Married couples with own children

Married couples withoutown children

Other family households

Men living alone

Women living alone

Other nonfamily households



Total Fall Enrollment by Gender: 1970 to 2010

0%

10%

20%

30%

40%

50%

60%

70%

MaleFemale

Male 59% 49% 45% 44% 44% 43% 43% 43% 38%

Female 41% 51% 55% 56% 56% 57% 57% 57% 62%

1970 1980 1990 1995 1997 1999 2000 2001 2010



Diversity (The mestizo factor) 1/3 U.S. born Latinos marry Anglos 30% U.S. born Asian males marry Caucasian, 45% Asian females marry Caucasian 50% Native American marry Anglos 6X as many Black/white marriages as in 1960 40% American Jews marry gentiles Half Italian-American Catholics marry non-Catholics

CHANGING DEMOGRAPHICS

Keller, Journal of Higher Education, 2001



Total College Enrollment by Race: 1976-1997

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

White 82.6% 81.4% 77.6% 72.3% 71.5% 70.8%

Black 9.4% 9.2% 9.0% 10.3% 10.5% 10.7%

Hispanic 3.5% 3.9% 5.7% 7.7% 8.1% 8.4%

Asian 1.8% 2.4% 4.1% 5.6% 5.8% 5.9%

American native 0.7% 0.7% 0.7% 0.9% 0.9% 1.0%

Nonresident alien 2.0% 2.5% 2.8% 3.2% 3.3% 3.2%

1976 1980 1990 1995 1996 1997



CHANGING DEMOGRAPHICS SUMMARY

The world has become smaller and more diverse, and is in the process of greater demographic change than at anytime in history. Responding to the new demographics is more than a case of tolerance, acceptance, and opportunity; there is a need to understand the impact of changing gender, ethnic, and cross-cultural contact on each individual and group. There is also a need to recognize and integrate entirely new ways of being that are creating an emerging culture.



ECONOMIC TRENDS OBSERVATIONS:

Divergence of income based upon careers A society of "Haves & Have-nots" Accessibility of student credit Increase of student debt More competitive society for the "good life" Impending predictions of reduced job availabilities NACE Headline: 2001 Grads salaries rise, jobs harder to find NACE Headline: Employers expect 19.7% decrease in 2002 hiring

IMPLICATIONS: Beginning a career with bankruptcy Implications for admissions to professional schools Consequences of gambling and speculative behaviors Rethinking the financing of higher education Growing numbers who cannot find jobs that match aspirations or

training



CREDIT-DEBT TRENDS Dependent students no longer co-sign to receive

credit cards Bank company gives OU 8 million for exclusive

bank card rights Student average credit card balance $2,748 (2000

Nellie Mae survey) 33% of all students have as many as 4 credit cards, 10% = $7,000 debt Debt rate for under 25 up 51% (1991 to 1998)

ECONOMIC TRENDS



Example of 2000 KSU Graduate Salaries: Computer Engineering $48,324 Mechanical Engineering $43,457 Bakery Science $42,875 Accounting $31,860 Architecture $29,991 Elem Education $26,306 Social Work $24,496 Parks & Rec Management $24,360 Family Studies/Human Services $21,677

ECONOMIC TRENDS



SUMMARY A recent PBS Documentary summarized the

economic situation as one in which there is becoming a greater distinction between class levels of people, and while the American dream is still the same, that anyone may grab the brass rim, this ring is becoming more and more difficult to grasp. Being able to make money and have the “good life” creates a challenge and the potential for many to become disillusioned.

ECONOMIC TRENDS



STUDENT WELL-BEING OBSERVATIONS:

84 % Counseling directors believe student concerns are increasing KSU Analysis of serious problem increases Dramatic changes in stress levels in past decade Females show higher stress levels than before Fitness, body image, physical ailments mixed findings Alcohol and drug use a constant or an epidemic?

IMPLICATIONS: Lifestyle factors for causing stress Quick fixes, a desire for the "fixit pill" Normative influences on student patterns of healthy behavior Need to understand resilience and adaptability Role of education in risk appraisal



Student Mood Related Problem Areas '88-01

0

10

20

30

40

50

89 90 91 92 93 94 95 96 97 98 99 0 1Academic Year

Pe

rce

nt

of

Stu

de

nts

Wit

h

Th

is P

rob

lem

Depression

Suicidal

Medicationused



Other Client Related Problems '88-01

0

5

10

15

20

89 90 91 92 93 94 95 96 97 98 99 0 1Academic Year

Pe

rce

nta

ge

of

Stu

de

nts

S

ee

n W

ith

Th

is P

rob

lem

PhysicalProblems

PersonalityDisorders

SexualAssault

Grief



SUMMARY Stress and demand, resulting in emotional and

physical health problems, are increasing at an alarming rate with college students. Understanding the sources of these stressors and finding ways to prepare students to become adaptive, resilient, and pro-active stress managers may become an essential piece of a student’s basic educational needs.

STUDENT WELL-BEING



IMPACT OF TECHNOLOGY CHANGE OBSERVATIONS:

The "n" generation (born after 1983) has spent a lifetime with computers.

Instant communication anytime, anywhere, to anybody On-line communities replace face to face relationships Access to all possibilities of information and alternatives Younger generation frequently more competent with computers

IMPLICATIONS: Overwhelming amount of information and choice Concern for controls, discrimination, ethical behavior Rapidity of change to “stay-up” with latest technological advances Integration between technology and non-technology disciplines Widening gap between generational interests



Recent data: 92% send/receive email, 84% surf for fun 74% teens survey use Instant Messaging (44% adults have used) 37% “instant messengers” say things they wouldn't have said in person 17% have asked out an Internet date 15% have argued or had conflicts 56% have more than one email address and use more than one screen name 24% have pretended to be a different person (than who they are) 24% have their own home pages 40-45% have concerns or arguments with their children over Internet behaviors 10% of all students show Internet dependency behaviors (i.e. 50% of all 10-24 year olds will have personal cell phones in next 3 years

IMPACT OF TECHNOLOGY CHANGE

Pew Internet Project, 2001



IMPACT OF TECHNOLOGY CHANGE SUMMARY

Students now entering college are fully accustomed to the role of technology as a communication, education, and entertainment medium. The question now becomes how to shape and integrate the advantages of technology (convenience, accessibility, contact) with qualitative standards (ethics, discrimination, problem-solving, integration) so that the benefits outweigh potentially deleterious side-affects.



ENGAGEMENT: TIME & ACTIVITY OBSERVATIONS:

The pace of life becoming more hectic and more erratic Emphasis on short term survival/rather than long-term plan Focus, concentration may diminish as attention gets distracted Drive for finding activity which is interesting and meaningful

IMPLICATIONS: How to plan for the long term, while managing immediate

demands E-Q skills such as deferred gratification, impulse control,

persistence Balance in life and the maintenance of becoming a "well-rounded"

person Importance of service and social contribution Re-creation as both planned and spontaneous activity



ENGAGEMENT FACTS 55% spent one-hour or less study per class 15% indicated they spent close to 2 hours per class 29% all freshmen enrolled in a remedial class 65% did community volunteer service 45% conversed with someone ethnically different 46% never discussed reading/ideas with faculty

50% to 89% (depending on college) work while in college 59% males/42%females regularly exercise or do sports 35% males/24%females regularly watch TV 15% males/1%females regularly play video games

NSSE Study, 2000

ENGAGEMENT: TIME & ACTIVITY

Freshmen Study, 2000



“GETTING JIGGY” Changes of activity starting early in life 12% full-day kindergarten (1970) 42% (1997)

Between 1981 and 1997 changes in school age activities Free play -24%, outdoor activity -51%, organized sports +86%, travel +169%, eating and dinner conversation down church attendance hours down, personal care time up, school hours up. more time in surfing the net and use of email

ENGAGEMENT: TIME & ACTIVITY



ENGAGEMENT: TIME & ACTIVITY SUMMARY

The manner in which time is spent through activity and engagement are the most valuable resource for every day of our life. Today students are dealing with a very complex life style that on one-hand is a result of a large amount of organized time beginning early in life and, yet, still contains huge gaps of time wasters. While today’s youth may be characterized as having short attention spans, they are also knows to spend large blocks of time sitting in front of television or computer screens. The significant number of options given to students has created greater amounts of confusion over making choices and provides fewer structures for the process.



VALUES, PURPOSE, AND COMMITMENT OBSERVATIONS:

Less interest in national politics (2000 low pt) More interest in local/community issues Conservative/liberal continuum mixed Affluence a primary motivation Religion (varying trends) Value multiplicity through media exposure

IMPLICATIONS: Greater self-determination of purpose in life Search for a template and mentoring relationships Ambivalence between old standards and new options The Geyer hypothesis, “finding meaning in a changing world”



Students’ Political Interest

2000 Freshman Survey, UCLA



SUMMARY During periods of profound societal change there is

created a period of disruption and potential separation (or alienation) from a sense of meaning, purpose, and direction. Out of this instability is a need to develop a sense of coherence. This is done by creating an organizing structure, a world-view; by developing a sense of control or manageability; and by finding meaning in life goals, aspirations, and activities that are worthy of commitment and engagement. (Geyer, 1996) Will the staff and resources of the university serve to facilitate this process?

VALUES, PURPOSE, AND COMMITMENT



CHANGING STAGES OF DEVELOPMENT– ADULT TRANSITION

OBSERVATIONS: Expanding period of adolescence Home alone generation, but with plenty of things to do Experimentation behavior starts early (31% of youth tried alcohol before 13) Extension of time before settling down behaviors Average age of first marriage in 1970 (age 20.8), 2000 (age 25.1) Experimentation: Shacking up, stopping out, community living, internships

IMPLICATIONS: Reassessing developmental task theory (Arnett,2000) What happens during this extended transition period? Increased short term options creates a "planned happenstance" path to the future The role of parenting: consultant, protector, insurance agent? Study and travel abroad, internships, travel



SUMMARY Students today began the experimentation, formerly associated with

college life, earlier than previous generations and have already been exposed to drinking, drugs, and sex well before arriving on campus. On the other hand they no longer feel the pressure to “settle down”, enter marriage, and commit to a career until later (at least 25 and in many cases 30 years of age). The additional paradox in this extended transitional period is that parents are both more permissive and more intrusive in their child’s behavior. The role of higher education has evolved from in loco parentis(40 years ago), to “hands-off (25 years ago), legal standards (15 years ago), to an emerging model (responsible performance management).

CHANGING STAGES OF DEVELOPMENT– ADULT TRANSITION



RESPONDING TO TODAY’S STUDENT NEEDS?

1. AFFORD OPPORTUNITIES WHERE STUDENTS DEVELOP A SENSE OF COHERENCE. College has been traditionally a place for testing behaviors, clarifying values, and determining life purpose. This process is facilitated by personal reflection, peer debate and discussion, and dialogue with the adult community. The opportunities for this process must be systematically facilitated in the classroom, the residence hall, the counseling session, informal organizations, etc. 2. CREATE AN ENVIRONMENT WHICH SUPPORTS COMMUNITY. The college years are a period in which relationships are crucial. The opportunity for relationships need not be small pockets of similar people, but true communities in which people with different backgrounds share ideas, in which mentors and advisors connect to the learners and in which engagement with meaningful group identity is paramount. 3. PROVIDE A COMMITMENT TO PREPARE STUDENTS FOR ADAPTIVE SKILLS. Students have more demands and stress than ever before and yet they frequently are under-prepared in life skills that may include time management, stress management, financial management and a group of attributes that have been labeled EQ (persistence, emotion management, deferred gratification.)



RESPONDING TO TODAY’S STUDENT NEEDS?4. DISSEMINATION OF KNOWLEDGE SHOULD NOT ONLY USE TECHNOLOGY, BUT SHOULD PREPARE STUDENTS TO PROCESS AND DISCRIMINATE THE QUALITY OF THIS INFORMATION. It is possible to prepare students with skills, guidelines, ethics, and decision-making to make discriminations and effectively use the information gold mine made possible by the computer chip. Who does this and how is it accomplished? 5. PROMOTE THE KNOWLEDGE, HABITS, AND LIFE STYLE CHOICES FOR PHYSICAL AND MENTAL WELL-BEING. The development of life habits that maintain responsibility for a healthy and balanced life style are skills that are essential to develop during a formative age and need to replace the idea that a quick fix or miracle cure can be a relied upon solution. 6. PROVIDE EXPERIENTIAL CONNECTIONS BETWEEN EDUCATIONAL CONTENT AND EXTRACURRICULAR ACTIVITY. There are many opportunities for experiential learning on and around the campus Connecting these experiences to preparation for a career or other life objectives are essential for increasing education relevance and personal motivation. Recent article says that the five most sought after qualities in an employee are:



RESPONDING TO TODAY’S STUDENT NEEDS?7. IMPLEMENT PRINCIPLES OF PEER INFLUENCE TO MORE SYSTEMATICALLY MARKET, CONNECT, AND IMPACT THE INFORMAL STUDENT CULTURE. Malcolm Gladwell’s Tipping Point illustrates how a few very influential peers significantly impact the many. Identifying these students can be an effective method of shaping a community.

8. MAINTAIN AN ENVIRONMENT WHICH SUPPORTS DIVERSITY INCLUDING THE STANDARDS OF TOLERANCE, ACCEPTANCE, AND EQUAL OPPORTUNITY. Students of the new millennium need a community supportive of multi-cultural coexistence and cross-cultural communication, but furthermore need help to ferment emerging new alternatives including blended cultures and the evolvement of new traditions.

9. PUT IN PLACE A RESPONSIBILITY MANAGEMENT PROGRAM FOR REDUCING LIABILITY AND CRISIS BEHAVIORS ON CAMPUS. The Facilitator University provides a process for sharing the rights and responsibilities for managing student out-of-class experience. This is different than in loco-parentis, laissez faire, or legalistic standards that have been used in the past.

10. BE ATTENTIVE TO NEW AND CHANGING NEEDS THAT REQUIRE CONTINUAL MEANS FOR COMMUNICATING WITH STUDENTS. Dialogues, focus groups, surveys, and outcome assessment are ways to live with the assumption that yesterday’s program may not be sufficient for today’s student.



RECOMMENDED REFERENCES

Bickel, R.D. & Lake, P.F. (1999). The rights and the responsibilities of the modern university: Who assumes the risks of college life? Durham, NC: Carolina Academic Press.

Gladwell, M. (2000) The tipping point: How little things can make a big difference. New York: Little, Brown & Company.

Howe, N., & Strauss, W. (2000) Millennials rising: The next great generation. New York: Vintage Books.

Light, R.J. (2001) Making the most of colleges: Students speak their minds. Cambridge, MA: Harvard University Press.

students of the third millennium who are they? what are their needs? how do we respond? fred b....

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