Moving successfully from high school to college

Cooper, Diane L

As we enter the next century, understanding the ingredients for college success will be more important than ever before in our history. The costs to attend college continue to rise at a pace often exceeding the rate of inflation, and the taxpayer expenditure for public higher education continues to rise at a dramatic pace (Woodhams, 1998). The college student who fails to complete a baccalaureate degree represents, therefore, an investment of significant financial resources that yields little, if any return. Some state legislatures, such as those in Texas and Utah, are attempting to address the dropout rates by imposing tuition surcharges for students who do not complete their undergraduate degrees in a timely manner (Woodhams, 1998).

But persisting in college to graduate in a reasonable length of time is an important. but not the only, indicator of student success. Students must become much more intellectually sophisticated than their parents or grandparents. The knowledge-based economy will require increasingly advanced levels of analytical ability and technical skill just to obtain the financial security high school graduates of previous generations took for granted (Johnson Foundation, 1994). How, then, can counselors and parents, as well as educational policy makers, encourage their traditionally aged students to open the door to the benefits of a college education?

MAKING THE COLLEGE DECISION EARLY

College Choice Models

During the late 1970s through the 1980s, college enrollments were in decline. For the first time in several decades, colleges were competing with each other for students. Colleges had to understand college choice factors and to develop marketing strategies for student enrollments. As a result, a number of research studies were conducted exploring factors influencing students' college choice. College choice models were developed reflecting demographics of students attending college, students' college choice sets, and relevant studied factors affecting selection.

COLLEGE CHOICE MODELS

The first step in the college choice decision begins inevitably with whether a student will decide to pursue education after high school. Hossler and Gallagher (1987) refer to this first decision in their model of college choice the predisposition stage. Factors influencing a positive decision to enroll include the following: socioeconomic status, ability, attitudes of parents and peers, pre-college school experiences, involvement in high school activities. and proximity to a college campus (Hossler & Gallagher. 1987).

In the second stage students gather information regarding the attributes and values of various colleges and universities. Based on the information garnered in stage two, students formulate a college choice set, or the set of institutions to which a student will apply. In the third stage, students examine their choice-set institutions, review their choice-set of admission offers, and select an institution.

During the second and third steps of the model, two major characteristics factor into the determination of a student's college choice-set: student characteristics and institutional characteristics. According to Chapman ( 1981 1), student characteristics include the following: aptitude, socioeconomic status, significant others, aspiration level, and high school performance. To Chapmans' characteristics: Hossler (1984) added the following: demographic characteristics such as race and gender, and residence characteristics such as urban or rural.

In addition, both included generalized expectations of college. Generalized expectations of college are the "freshman myths"-what the student expects college to be like. Chapman (1981), Hossler (1989), and Hossler and Gallagher (1987) all describe the freshman myth as an important consideration in students' college choice, despite the inaccuracy of these perceptions-for example, if I believe the faculty members at the institution are not approachable.

Interacting with the student characteristics to make a college choice are institutional characteristics. Institutional characteristics can be fixed (unable to change in the shortrun. such as location, cost, availability of programs) or fluid (financial aid to offset high costs, program alterations, communication methods, and student life alterations). Welki and Navratil (1987) researched applicants' perceived characteristics of college choice and the probability of matriculation. Analysis of the findings showed that "parental preference, cost and financial aid opportunities. campus attributes (location and style), the student-faculty ratio, and academic programs were among the most important influences" (p. 159-160).

Teachers, counselors, peers, and. especially, parents and family members are key influences in the college decisionmaking process (Hoessler. Schmidt, & Vesper. 1999). Furthermore, because of increasingly complex educational options, students have to make future plans earlier in the school career than ever before. A variety of pre-college pro,grams are available to help students prepare for the college admissions process and the transition from public school systems to postsecondary institutions (Mintz, 1993). Many of these programs are targeted toward academically talented students, not those who are underprepared for the difficult process ahead. Exceptions to this are federally funded Upward Bound programs aimed toward underprepared students.

Many traditional approaches to postsecondary planning have focused on high school students without recognizing that preliminary decision-making about whether to attend college occurs much earlier, often in late elementary or middle school. With many colleges and universities raising admissions standards, middle-school students often have to be planning ahead so they complete the necessary coursework with the necessary grades to gain college admission.

Using the current seventh-grade class in Georgia, the findings indicate that approximately 40,000 of the 100,000 students in Georgia could be considered at-risk (Board of Regents, 1995) . At-risk students were identified using four categories: environmental indicators, family background indicators, societal and educational system indicators, and individual or personal indicators. To compound the issue, middle school Counselors and parents, who typically have not been in contact with college admissions officers. are in the best position to work with these students-on course-selection decisions and academic improvement strategies that will have an impact on the college admission process.

The increasing cost of pursuing a post-secondary degree also makes it imperative that students plan for college early. For the 1996-97 academic year, annual undergraduate charges for tuition, room, and board were estimated to be $6.534 at public colleges and $18,071 at private colleges. Between 1986-87 and 1996-97, charges at public colleges have risen by 20 percent, and charges at private colleges have increased by 31 percent (Digest ofEducation Statistics, 1997).

Many deserving students simply cannot afford to pay full price for education. For example, students being supported by scholarships or fellowships from 1984-1985 to the 1994-1995 academic years have increased 91 percent (Digest of Education Statistics. 1997). Because finding ways to offset the cost of college is so crucial. individuals interested in attending college must attempt to make sense of the federal financial aid forms. the differences in scholarships, Pell grants, Stafford and Perkins loans, PLUS loans and the like.

Surveys have shown that the financial implications oC attending college have a more direct influence on the choice of college than ever before (Geraghty. 1997). Thus, a lowercosting college closer to home may be the choice over the most desired institution. Financial concerns have long-term effects as well. The extent to which students think they have adequate financial aid or personal resources to cover the costs of college affects persistence and success in college (Somers, 1995).

Although many parents have plans in place to fund higher education before their child is even born, a significant number of families are not able to prepare in advance. Therefore, many at-risk youth have to depend on academic or athletic scholarships. or loan money to attend college. This requires that those seeking funds know the many different funding resources. This process is typically most challenging for students who are among the first in their families to attend college. The large number of middle and high school students assigned to counselors means that these professionals have limited time to handle all of the intricacies of financial aid. Some students may, therefore, believe that they don't have access to funds to attend college when, in fact, there are likely it) be loans or scholarships available.

MENTORING PROGRAMS

Teachers, counselors. family members. and even community leaders can and should encourage early attention to the college decision-making process and related financial planning. Given the time constraints that school personnel and parents face, individualized assistance from volunteers is welcome. In some communities. adults or college students become mentors and role models to middle or early high school students. encouraging them to learn about the educational requirements for various career options; to understand the financial and academic implications of choosing a given college@ and to improve or maintain their academic performance.

One example of a mentoring program designed to assist secondary students in college planning is the University of Georgia College Student Affairs Administration Program, which assigns graduate students to assist ninth graders as part of a service learning requirement within the graduate program curriculum (Saunders & Cooper, 1999). Mentors and parents who are not professional counselors cna utilize many resources to help students obtain accurate information. The Internet provides valuable resources such as career search programs, college search programs, and financial aid resources that mentors, parents, or counselors can teach students, who then discover and investigate career and educational options.

* Fastweb (financial aid) - http://www.fastweb.com/

*Family Contribution Estimator form Mark Kantrowitz's Financial Aid Web Pagehttp://www/finaid.org/calculators/finaidestimate.pht ml

* Financial Aid Information PageHttp://www.finaid.org/

* The Student Guide and other Department of Education Publicationshttp://www.ed.gov/offices/OPF/finaid.html

* Free Application for Federal Student Aid (FAFSA) on the Webhttp://www.ed.gov/offices/OPE/express.html

PSYCHOLOGICAL AND INTELLECTUAL DEVELOPMENT NECESSARY FOR COLLEGE SUCCESS

Not only are decisions about whether to attend college important to address early in the secondary school years, but the skills and knowledge needed to persist and succeed in college also are fostered, to a large extent, within the students' family and home community. If parents, secondary school teachers, and counselors were better acquainted with the research about college student achievement of developmental tasks that would lead to success. Research on college students conducted over the past four decades has shown that certain psychological and maturational factors contribute to the ability to persist in college and to reach high levels of educational attainment while enrolled.

Eric Erikson (1959) was one of the first psychologists to present a model viewing human development over the life span. His model acknowledges that each individual has to accomplish physical and psychosocial developmental tasks in phases from birth to late-life. Therefore, preparing a child to maneuver through a college environment successfully begins well before his or her senior year in high school. Parents and parental figures are the main teachers of children. and their influence does not cease with high school graduation. When young adults go off to college, one might assume that they are fully equipped with a set of basic life skills. According to Erikson, those basic skills include a developed sense of trust, autonomy, initiative, and industry. Yet, development of these foundational skills continues beyond high school-, and in most cases the challenges associated with life skill development intensify during the significant developmental transition of starting college. For many college students. particularly those who live away from home, college represents their first opportunity to make important decisions in a new environment without direct family guidance or oversight. Starting college often calls for refining one's identity, which results in a different understanding of personal strengths and weaknesses in relation to this new experience.

Individual psychological factors including the psychosocial developmental tasks of establishing competence and autonomy, managing interpersonal relationships. and developing a sense of identity are critical predictors of collegiate success (Chickering & Reisser, 1993; Brooks & Dubois, 1995). Also. first-year students need to have the cognitive ability to think critically, solve problems, be assertive, be optimistic, and last, have the ability to cope with change and high levels of stress so as to effectively maneuver in their new environment (Perry, 1970; Frost, 1993@ Berger, 1997: Brooks & Dubois, 1995-, Newton, 1998). Because of the importance of the major psychosocial and cognitive developmental tasks in predicting college success, we will discuss each of these concepts more specifically.

Establishing Competence and Autonomy

Researchers Brooks & Dubois (1995) found that establishing competence and autonomy are particularly influential in predicting success"in college. Chickering and Reisser 1993) suggest that, upon arrival at college, students have to

develop a sense of competence intellectually and physically, as well as interpersonally. Intellectually, students have to acquire the knowledge and skills in their chosen discipline. Physically and manually, students need to be involved in interactive recreational activities. And interpersonal competence involves the student's finding ways to work effectively with others. Each student will acquire each of these skills differently. For example, for the traditionally aged student, gaining interpersonal competence might involve taking on a leadership role for the first time. For another student expanding interpersonal competence could mean joining a community service project that helps the less fortunate.

Chickering (1969) was the first to identify the development of autonomy as a specific task for college students. Many researchers have examined the construct of autonomy in students (Pascarella & Terenzini, 1991: Fox et al., 1996; Taub & McEwen, 1992). The idea of autonomy has been an important construct to research because college is viewed as an opportunity for students to separate from their parents and develop independence.

Upon further reflection, Chickering and Reisser (1993 realized that for many students, specifically students of color and women, becoming autonomous was only one side of this developmental coin and learning how to become interdependent was the other side. Hence, Chickering renamed this vector "Moving Through Autonomy Toward Interdependence" (Chickering & Reisser, 1993). This developmental phase is characterized by an opportunity for the student to increase emotional independence and self-direction while ultimately realizing the importance of interdependence.

For some students developing autonomy might involve redefining the parent/child relationship, wherein the students intentionally create emotional and physical distance between themselves and their parents, eventually realizing that they can be independent and still need parental support. For other students, autonomy might be enhanced by study abroad, where the student takes responsibility for finding her or his way in a new culture.

Managing Interpersonal Relationships

Interpersonal interactions contribute greatly to an individual's understanding of self. Chickering & Reisser (1993) deemed this vector (which they call "Developing Mature Interpersonal Relationships") an important part of a developing college student's sense of self. As a part of this developmental task, a student not only learns how to appreciate and accept the differences of others but also learns about his or her capacity for developing healthy, growth-producing friendships and sustaining intimate relationships. For the first-year student entering college at 18 years of age, this could involve building lasting, healthy relationships (with friends and significant others) that are, for the first time, beyond superficial.

Developing the skill to manage close, complicated friendships is associated with psychological well-being in new college students (Paul, Poole, & Jakubowye, 1998). The loneliness of being without the type of deep friendship in which one can share thoughts openly or the anxiety associated with challenging life problems has a direct and negative effect on learning in college (Chickering & Reisser, 1993).

Developing a Sense of Identity

Developing-a sense of identity is a primary developmental task for most college students. Identity incorporates many areas of the self (Chickering & Reisser, 1993). A college student wants to become comfortable with body and appearance. with gender and sexual orientation. with social and cultural heritage. with roles and lifestyles. with self in relationship to significant others, and with a vocation, and has to develop a stable, consistent sense of self. Schmidt and Hunt (1994) studied how much the extent of one's mature sense of self as a high school student affected identity development in college. They examined three components of identity: vocational, intellectual, and psychosocial. The findings of this study suggest that high school students generally maintain progress in these identity domains during college. If high school students display behavior indicative of maturity in understanding themselves, they most likely will be able to maneuver successfully in further developing their identity in college.

Thinking Critically

College presents an opportunity for young adults to increase their mastery of academic disciplines and also fosters students' ability to analyze a problem from a variety of perspectives and to resolve that problem using their knowledge and personal beliefs. Instruction in college is less directive than high school. Students are expected to find solutions to intellectual and personal problems without simply imitating the answers of professors or parents.

After years of interviewing and observing Harvard undergraduates, William Perry (1970) developed a theory of intellectual and ethical development that has been shown to be valid for a variety of student populations (Perry. 1981, Lavalle. Gourde, & Rodier, 1990; Bateman & Donald, 1987). As college students mature, they see fewer absolutely right or absolutely wrong answers: teachers, counselors. and parents are no longer seen as the experts (Perry, 1981).

As students begin to move toward more maturity in their thinking and problem solving, they tend to think that if nothing is absolute. all opinions are valid, so peers' opinions become an even more important standard for decision-making. Finally, as students progress through college, most seem to be able to make well reasoned decisions incorporating their own values as well as the opinions of others.

Terrenzini et aL (1995) concluded that classroom instruction and out-of-class experiences contribute positively to students' pre-college level of critical thinking. Developing critical thinking skills, however, goes beyond intellectual reasoning. Pascarella and Terrenzini ( 1991 ) argue that critical thinking involves the individual's ability to do some or all of the following: identify the central issue and assumptions in an argument, recognize important relationships. make correct inferences about data, deduce conclusions from information or daw provided, interpret %hether conclusions are warranted on the basis of the data given, and evaluate evidence or authority. (p. 118)

INVOLVEMENT OF PARENTS, TEACHERS, AND COMMUNITIES

The foundation for achieving developmental tasks in college is clearly set in high school, and even earlier. Parents, secondary school teachers, guidance counselors and community leaders can implement intentional strategies to prepare students for the educational and emotional transition to college. Several specific ideas that parents and other members of the students' home communities could incorporate are the following.

Students need to retain a "place" in their home cornmunity. Although students might want to distance themselves from the -folks back home," students need a home base-a place where there is the familiarity and security of childhood-if autonomy and interdependence is to develop. Developing autonomy is a bit like pushing excitedly into the new frontier while at the same time maintaining a tether to the safety of home. Many high schools, churches, and synagogues provide opportunities for incoming college freshmen to share their experiences with the rest of their community. Communities could make these opportunities part of annual traditions so students would leave for college knowing that their new experiences would be acknowledged.

Parents can give students both a physical and a psychlogical zone of security. Making sure the stuent knows that his or her room will be maintained as a refuge (rather than turned into the family den) is an important, but often overlooke, strategy to encourage a sense of security. Being available when the student needs to talk, while avoiding the temptation to intrude or mandate, is a critical skill that parents would do well to develop well before college move in day.

Throughout their secondary school years, high school students should be taking increasing responsibility for their decisions and their consequences. Simple tasks, such as deciding where to get a bank account, managing a checkbook for a student organization, doing the laundry at home, or planning and implementing the youth group's camping trip all give students the sense that they are indeed competent to manage sime aspects of day-to-day living.

Friendships with peers are significant reference points for decision-making, and conflicts with friends can cause serious difficulty in adjustment. Peer pressure in college is not quite as intense or rigid as earlier in middle or high school. College students, however, indicate that significantly more learning comes from peers than from professors or other authority figures (Astin, 1993). So parents and other "home" community members have to recognize the potential for influence that these peer groups have. If parents and cornmunity members can provide a place to openly discuss problems and excitements about friendships, students often can be acknowledged for their own good judgments and gently cautioned about potential negative consequences.

We often are tempted to regard high school students' early romances as simply "puppy love" that they will grow out of. Although they. will, indeed. grow beyond early relationships, adults should respect students' perspective that these early intimate relationships are crucial in developing a sense of self. The teacher/counselor/parent role may no longer be the ultimate authority. Joint projects encourage com

munity involvement with groups of students, involvement in family decision-making.

Classrooms, families, and community orgaizations could encourage discussion and debate rather than transmit information. Often, college students are expected to articulate a reasoned opinion in class or on an exam when little in thier prior experience has prepareed them to engage in detailed analysis and forming logical opinios.

GETTING INVOLVED WITH COLLEGE LIFE

Students who get involved with both the academic and co-curricular life of the institution are more likely to persist and thrive (Pascarella & Terranzini, 1980: Tinto. 1993). In response, many colleges and universities have increased their spending on programs such as orientation and student activities aimed at promoting more student involvement and interaction with faculty and staff. Student services offices also have begun to place more emphasis on integrating the academic and co-curricular components by working directly with the faculty to encourage initiatives such as leadership development, service learning programs, and internship opportunities. Laying the foundation for constructive involvement in college should begin well before the latter years of high school. Research about the implications of involvement can guide parents. teachers, counselors. and students who desire to plan ahead.

A smooth transition into the college environment involves gaining membership into the new Community (Tinto, 1993). The stressful circumstance of being in a new environment while separating from an old and familiar environment requires strong social support for most first-year students. In addition, students have to a4just to a less structured academic regimen. The first year of college can establish a foundation for academic progression.

The need for academic support is crucial to mastering coursework in the early months of college. Again. any positive routines that can be established prior to enrolling, such as effective study habits and, involvement in positive extracurricular activities, will help in the transition (Schmidt & Hunt. 1994).

Social Support

Every campus contains multiple communities (Tinto. 1993). Students' sense of whether they feel membership in their residence hall community is related to first-year persistence (Berger's, 1997). Students who are involved in campus activities are more likely to feel connected and ultimately supported, which helps them to persist through the first year of college (KLih. Schuh and Whitt, 1991: Inman & Pascarella. 1998). Not all organizations, however, promote academic achievement. After synthesizing research from a number Of sources, Kuh. Pascarella, and Wechsler (1996) found that membership in groups such as fraternities can detract from persistence and academic achievement partially because of these groups' traditions of substance abuse, particularly alcohol. Other researchers (Winston, Hutson, & McCaffrey, 1980: Pascarella & Terenzini., 1991 ) have determined that if the student organization has a climate of supporting and encouraging academic success, even students with marginal academic preparation will reach higher than expected levels of attainment.

Creating opportunities for positive social networks to be nurtured early in the first semester is crucial. This type of support is especially important for women and students of color. Kenny and Donaldson (1992) examined the first-year college adjustment of women based on their relationship with their parents and their ability it) separate psychologically. The findings suggest that women who have a positive relationship with their parents maintain attachment and are able to adjust to the first year of college. This also implies that the social and interpersonal skills that begin with the parent relationship are important and transferable. Those skills assist female students in building the vital social networks necessary for social adjustment in the first year. Research has shown that family support networks are also especially important for students of color (Kenny & Perez. 1996).

Positive connection with others is especially important for students who are a minority on their campUS. In their study about the social adjustment of Black college students at predominantly White institutions, Schwitzer. Griffin. Ancis, and Thomas (1999) concluded that these students have a high need to be involved- in successful interpersonal relationships cui campus in order to adjust successfully.

To summarize, in the extensive research about social networks among college students, students' ability to connect with a community and the openness of a community to new members are important to students' persistence and success (Kenny & Stryker, 1996-. Kenny & Perez. 1996, Kenny & Donaldson, 1992: Berger, 1997). Social networks that develop naturally are preferable. Because a network is so crucial for all students., especially first-year women and students of color. however, at first more artificial networks. such as special residence hall floors for freshmen, may have to be created to encourage students to persist.

Academic Support

Alexander Astin, a prolific researcher of students' attitude,, and their environments. found that those who are academicalIy integrated into their higher educational institution have higher grade-point averages and make gains in their intellectual development during college (as cited in Wolfe, 1993). Academic integration involves being comfortable in one's major, having a connection with faculty. and experiencing academic success.

Furthermore, students who persist in college have occupational and academic goals that commit them to completing a college program of study (Wolfe, 1993). To create an environment where this kind of commitment is instilled in first-year college students. formal and informal networks must be established. For example, students who take advantage of available tutors. formal opportunities to visit with faculty members, and organized study groups receive academic support. As stated earlier, however. student organizations and informal social networks have to send the message that academic success is valued in the new environment.

What can parents. teachers. and counselors do to make sure that adequate environmental support will be available?

In the college decision-making process. parents. teachers, and counselors should encourage Students to evaluate how well they think they will fit in with the social networks. Although this type of analysis requires speculation and is not written in college guides, Students should anticipate that they will feel at home and welcomed in the new environment. Campus visits which include attending class, staying overnight in a residence hall, and eating with students in the cafeteria are ideal ways to gain a sense of whether they have a psychological "fit" with the new environment.

Encourage students to make careful choices about high school and college organizations and to get involved. The skills needed to negotiate a new organization are transferable, so the habit of joining groups that provide support and encouragement for success should be cultivated early on. Parents, teachers, and students also must maintain a dialogue about what organizational characteristics are likely to foster success. It is particularly useful for students to see their parents and teachers as role models who evaluate whether their own organizations are contributing to their professional and personal development.

It is often tricky to maintain a dialogue that sends the message that only some organizations promote success, and at the same time to avoid mandating or preaching. Because student organizations have been shown to be so influential, students have to take adequate time to make a careful decision. It is easy to stereotype organizations based on media reports about college life and, therefore, miss a rich opportunity for positive involvement. Often, pressure from students or organizations to join immediately precludes good choices. For example, the pattern of fraternity and sorority rush that. sometimes occurs before the college year begins makes careful decision-making especially problematic.

Encourage the development of effective study habits, including time management, early in high school. Although many colleges and universities have wellstaffed academic support services. students cannot expect these professionals to function in the same way as some parents--checking homework, correcting grammar, reminding students of due dates, and so forth. Also, students have to develop skills in monitoring how well they understand course material so they can access assistance early in an academic term.

Though it is extremely difficult for students to determine exactly what career they desire while they are still in high school, students should try to identify future goals related to college attendance and academic success (Schmidt & Hunt, 1994). To encourage students to make the connection between their future goals and educational requirements, it also is wise to encourage students to use the comprehensive career development services available in many schools and most colleges.

BECOMING MULTICULTURALLY COMPETENT

Entering freshmen need to have the ability to deal with the complex issues of membership in multicultural communities. Multiculturalisin is defined as "a state of being in which an individual feels comfortable and communicates effectively with people from any culture, in any situation. because he or she has developed the necessary knowledge and skills to do so" (as cited in Talbot, 1996. pg. 381).

The demographic makeup of the student body has undergone dramatic changes on most campuses. Men now comprise a minority group on most campuses, and women make up more than 57% of all college students (National Center for Educational Statistics, 1999). The Digest of Educational Statistics ( 1997) reported that between 1976 and 1995 individuals of color who are attending college have increased from 11 percent to 25 percent. It is predicted that in the future. what has traditionally been known as the majority group (European Americans) in this country will become the minority. Currently, 35% of public school students are minority group members. (National Center for Educational Statistics, 1998). The number of adult students and students with disabilities also has increased (National Center for Educational Statistics, 1999).

All of these demographic changes mean that students entering colleges and universities need to have developed an appreciation of diversity. adaptable communication skills, and an openness to differences that they might not have encountered in their high schools. As stated by Talbot ( 1996). -the multicultural person has mastered the process of continually learning about culture, quickly and effectively, so that he or she can adapt to a variety of different cultural settings with minimal discomfort" (p. 381).

Campuses that have greater diversity of students and faculty have brought new and intricate challenges for students and administrators alike. In a book about the recent changes in college life, Levine and Cureton (1998) assert that multiculturalism remains one of the most unresolved issues on college campuses today. A first-year student of the new millennium will be attending college during a unique time in the United States. Anticipating how to prepare for this change in demographics is beneficial to all, but is especially useful to those who have a hand in preparing a student who will be attending college during this time period.

How can parents, teachers, and communities help prospective college students become more multiculturally competent'?

* Understanding what multicultural ism means and knowing that most first-year students must be prepared to function well in a diverse setting is a start. High schools and community organizations would be well-advised to give some attention in their curricula or programming initiatives on how to communicate with culturally diverse populations.

* Prior to arriving at college, prospective undergraduate students need to have had an opportunity to interact in many different cultural settings. Having experiences with individuals from different religions, novel geographic areas, diverse ethnic groups, and who have disabilities or who are different in other ways is important preparation for the diversity present on many campuses. Planned opportunities to experience different cultures will help to initially prepare students to be in a diverse setting. These opportunities can be part of a formal high school curriculum or a program sponsored by community organizations. Nevertheless, daily, sustained, informal relationships are the best teachers of cross-cultural interactions and parents, teachers, and other community leaders also could identify ways in which students work or play together in diverse groups.

Programming to foster multicultural appreciation has to be planned with great care. Otherwise students could assume that teachers or parents are simply attempting to mandate "political correctness." The Parker's Multicultural Action Plan (as cited in Talbot, 1996) is a three-step plan outlining progress in multicultural development. Parents, teachers, counselors, and community leaders could benefit by using this or a similar process model when planning programs. The steps in the model are as follows:

Step 1. Observation.. Provide opportunities for the student to observe cultural differences from a safe distance.

Step 2. Investigation. Encourage the student to gather information himself/herself as well as others from a closer distance.

Step 3. Transformation. Create an opportunity for the student to have close personal interaction with a culturally different person.

Particularly in Step 3, students should have time to talk about their experience of knowing someone different. through journals or casual conversations with family or other groups.

Research about effectively organized multicultural awareness programs have produced positive results. Research by Neville and Furlong (1994) shows that students who participate in cultural awareness programs are less likely than those who don't participate to have negative feelings toward racial groups that are different from themselves. A less positive finding of this study, however, pointed out that only a small minority of college students complete comprehensive complete cultural awareness programs.

COPING WITH CHANGING TECHNOLOGY

Perhaps the most significant change in the past 10 years on college campuses has been the increased use of and reliance upon technology. Many, if not most, college students now have e-mail addresses, their own web pages, and access to computers and software in their residence halls or even in their residence hall rooms. Some institutions now require students to own their own computers or have payment plans on the software bundles necessary for a certain major (DeLoughry, 1995). Courses are taught online, and library searches, which at one time took hours to complete now can be -accomplished in minutes. More than ever before, students must have exposure to personal computers resources on the Internet, and means for communicating electronically. Students who arrive without basic levels of technological literacy will simply be disadvantaged.

As with all other innovations, colleges' reliance on technology is not without risks. Students on some campuses might not develop strong interpersonal skills with those outside their immediate living environment. as they might rarely interact with an extended network of peers in person but, rather, through the more impersonal media of e-mail or chat rooms. With the proliferation of online university services. such as career planning, academic advisement. and financial aid, students might be less likely to be personally involved with staff members, students. and issues of their campus community.

In discussing the risks of relying on technology, Robert O'Neill (1999), former president of the University of Virginia, asserted that the

Internet and other forces threaten to diminish the alwaysfragile sense of community at our largest public universities. We need to foster more. not fewer. channels through which students can participate in campus affairs and educate themselves about the views of the larger community (p. 137)

What can parents, teachers, and community leaders do to prepare their students for technological advances"

* Obviously, all adults interested in a young person's future success should encourage the development of basic computer literacy. This will involve community action to make certain that adequate computer hardware and software are available in schools and public libraries. Just as students are expected to have basic academic skills before progressing to more advanced .material, students of the next millennium will have to be proficient with technology in order to compete at the college level. * Learning to use technology is not the only task to be accomplished. Students need to work with parents. teachers, school counselors. and other community leaders to understand how to use computer technology as a too] for development, rather than as a substitute for growth and maturity. Students need to be challenged if they sacrifice face-to-face interpersonal interaction for time "surfing the net." Also, students and the adults who work with them need to remind themselves of safe and healthy ways to use the internet, such as avoiding high-risk chat rooms.

Some high schools (personal communication. Shirley Daniels, June 30, 1999) require that students obtain certification or a license to use the Internet in school. To obtain an Internet license, student must study material about advantages and risks of internet use, take a test on the material, and promise to use the Internet in safe and healthy ways.

CONCLUSION

Clearly, successful transition to college life can be enhanced by assisting high school students become more autonomous. multiculturally competent. and technologically knowledgeable. Helping students and their falmilie learn about options available for college financing can also help with enrollment and persistence. In additon, students have to develop skills in critical thinkjng and leadership to increase the likelihood that they will get involved early in their college career in both academic and co-curricular programs on campus.

General Tips for Those in Helping Relationship

1. Help students narrow their choices by starting with type of higher educational institution desired. A student seeking post-secondary education can choose from a 4-year college/university, a community college, a technical school, a single-sex, a religious denomination-based, a historically Black, private, public institutions, or any combination of the above.

2. Match the student with the institution. Assess the student's needs and compare those with the service provided by the type of institution.

3. Instruct students on ways to consult college and university admissions counselors before the high school freshmen year at the type of institution (college, university, community college, technical school, etc.) the student anticipates attending. Find out basic requirements for admission.

4. If possible, provide ways for students to visit as many local higher educational institutions as possible before making choices of where to apply. Make sure students have access to the Internet to go on virtual campus tours as well.

5."Teach students how to assess the ins-andouts of class life on campus when they are on college tours. Make sure students have an opportunity to sit in on a class and to spend time with student members of a college community during evenings and weekends.

6. Pursue early admission. Some schools review and make acceptance decisions as early as September of the high school senior year. Have students take the Scholastic Achievement Test (SAT) or American College Testing exam (ACT) in the spring of the high school junior year, and submit applications during the summer prior to the student's senior year.

7. Have students apply for scholarships through churches and civic groups, with the help of their parents and student employers, early during the high school senior year. Again, the Internet can be a useful resource for financial aid shopping. A number of useful sites are listed.

8. Put in place as many social and academic support measures as possible prior to the student's departure to college. Identify clubs and organizations of interest, establish a checking account, teach budgeting principles, place responsibility on the student for completing high school homework assignments on time, and prepare a plan of action for handling difficult coursework in college (hiring a tutor, joining a study group, getting assistance from the instructor).

9. Steer parents toward books on the topic. A few rated highly on Amazon.Com are: In Addition to Tuition : The Parents' Survival Guide to Freshman Year of College by Marian Edelman Borden, Mary Anne Burlinson, and Elsie R. Kearns; Almost Grown : Launching Your Child from High School to College by Patricia Pasick; Letting Go: A Parent's Guide to Understanding the College Years by Karen Levin Coburn and Madge Lawrence Treeger.

10. Encourage parents to plan college tours within family vacations. It will not only be a fun time for the family but also will give caregivers, parents, and younger siblings an opportunity to be involved in the student's decision-making process of choosing a college, which will help in preparing everyone for the transition.

General Resources

Peterson's. Per its web site, Petersons.com brings together, at one central address, consistently organized information about educational opportunities at all levels and gives individuals the ability to search Peterson's databases as well as to request more information, apply, and interact in other ways with faculty and administrators at educational institutions. Every private school, camp, college, university, and employer has its own site in Petersons.com that permits each to develop a full array of information and communication tools. The education and career center. http://wwwpetersons.comr

US News & World Report Every fall, US News & World Report provides an extensive ranking of institutions by a variety of variables. This is useful for making institutional comparisons while deciding on a college to attend. http://www.usnews.com/usnews/edu/ college/corank.htm

Real Word University. This site's goal is listed as "To help students succeed in college and in life by helping them identify their purpose, strengthen their character, and maximize their potential through proven principles and strategies from some of the greatest minds in the world. http://www.rwuniversity. com/

* Savvy Student Survival Guide-Helping Students Budget and Save Money. This site "is dedicated to all students from high school to college who want to learn about being frugal, thrifty, and savvy when it comes to money" http://www.savvystudent.com/

* Personal Budgeting Page. This site offers great tips on how to set up and stick to a monthly budget. http://www personal udgeting.com/index. html

* General college information. http://dir.yahoo,com/ Educationl igher_Education//College_Entrance/ * Minority Online Information Services. MOLIS provides value-added services that promote education, research, and diversity on a national level for minority institutions in partnership with government, industry, and other sectors. http://web, fie. com/web/mol Embark.com. This is an interactive guide that provides a way for people to explore and apply to school; universities recruit and enroll students; guidance counselors can help students plan for their education and careers. http://www embark. coml

* College Choice. This general web site has links to hundreds of sites related to college choice, various universities, financial aid information, grants, testing, special interest information for student of color and women, and sites for "life after college." http://www.gseis. ucla.edu/mm/cc/links.html CollegeNET. This is an easy-to-use comprehensive site listing colleges and universities home pages from around the country. http://cnsearch.collegenet.com/ cgi-bin/CN

* Virtual Campus Tours. Campus Tours is the definitive online source for virtual college tours, interactive maps, college webcams, QuickTime VR tours, campus movies, and pictures. http://www. Campus Tours. coml

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Diane L. Cooper is an Assistant Professor and Coordinator of the Student Affairs Administration doctoral program at The University of Georgia. Sherry Watt is an Assistant Professor in the Department of Counselor Education at Radford University. Sue A. Saunders is an Assistant Professor and Coordinator of the College Student Affairs Administration masters program at The University of Georgia.

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