Those
of us in the field of higher education (and those of us who have heard anything
about the so-called “Millennial Generation”) have inevitably learned of the
“helicopter parents.” These are the parents who insist on hovering over their
son’s or daughter’s affairs like flies over dog poop, just to make sure the
latter doesn’t screw anything up. These parents can be lauded for their care
and commitment to their children, choosing to play an active role in their
education, rather than showing resigned indifference. However, they can also be
criticized for enabling passivity and ineptitude in their beloved offspring,
who are, by the way, technically adults. While I have certainly encountered my
fair share of helicopter parents since I started working in higher education a
few years ago, I have never been more familiar with them than I am now, working
in undergraduate admissions at a traditional university. In some ways, it’s
actually refreshing to work with parents because they ask good questions, show
interest in what I have to say, and generally seem to have their you-know-what
together (which is more than I can say for many of the students I work with).
However, in deducing that a solid 50% of my daily interactions are with parents,
I increasingly view the helicopter trend as an ethical dilemma.
Now to
be clear, I completely understand why many parents are strongly invested in their
children’s college education. They are most likely shelling out a significant
amount of resources to support this education, and they therefore want their children
to receive the best one possible, with the best possible chances of
success. Not to mention, they love their kids! In no way do I propose that parents
become more disengaged in this process. What I do propose is that their sons
and daughters become MORE engaged in this process—and that as parents, they
allow space for them to do so. Example: I regularly receive phone calls,
emails, and in-person inquiries from parents saying something along the lines
of, “My son wants to apply to SU, it’s one of his top choices, so how do we get
started with the application process?” Notice the key word here: “we”. What I
want to say in response to questions like this is, “Well, if SU is really one
of your son’s top choices, then why don’t you have him pick up the phone, sit
down at a computer, or open up his mouth and ask me himself? And by the way,
it’s HIS process, not a collective YOURS.” It’s easy to either blame the
students for not taking enough initiative in their own college search process
or the parents for taking over it as if it’s their own. However, the blame is
ultimately shared. I firmly believe that the immaturity stereotypically
characterizing the Millennial Generation is actually a product of years of
disempowerment by their overbearing parents, rather than an intentional
decision to forfeit responsibility. And yet, if we expect these kids to act
like adults, shouldn’t we hold them accountable like adults? At what age do we
say, “You’re old enough to take responsibility for your irresponsibility”? I do
my best to direct communication to the student him- or herself when possible,
rather than always answering to the parent. But sometimes the only contact I
have is with the parent, and in the interest of appeasing them and respecting
their role as influential figures in their children’s college decision, my only
choice is to treat them as my primary clients.
The
bigger concern in all of this is what effect helicopter parents have on their
children’s development and success once they actually make the leap to college
and beyond. If Bobby doesn’t have the wherewithal or drive to ask me himself
about the college application process that he, himself, will be completing (we
hope), then how will he fare when he’s living on campus and needs to
investigate other college processes and procedures? Furthermore, when he
flounders at taking care of his own business, who will bear the brunt of the
consequences? Will it be Bobby, or will he defer accountability to his
ever-present helicopter parent who has always taken responsibility for him in
the past? The helicopter parent trend is fundamentally damaging to everyone
involved. The students don’t learn the essential skills they need to navigate
their adult lives, nor do they get to feel the pride of accomplishing something
independently. Simultaneously, parents may feel a sense of control and security
in keeping watch on their children’s affairs, but ultimately they will expect
more of their son or daughter and will be disappointed at his or her lack of
self-discipline. I love (facetiously) how many parents balk at the idea of
their college graduate coming back home to live in the basement while working a
low-paying part-time job, never once considering that perhaps they paved the
way for this outcome long ago. Granted, the current economy doesn’t help
matters, but if parents want their kids to grow up and be accomplished adults,
they have to treat them like grown-up, accomplished adults.
In what
ways can we, as a society, foster more responsibility among younger generations
and less control among parents? In what ways can we, as higher education
professionals, ensure that students take charge of their own education and
parents remain the supporters that they should be? And also, how much of this
helicopter parent issue is actually an issue of privilege? I wager that this is
a phenomenon far more common among middle- to upper-class families with various sources of sociological privilege and that families
with fewer socio-economic resources and privilege do not have the luxury of
cushioning their children in this way. At first, I believed that the increase
in my interactions with helicopter parents in my current position was a result
of working with a younger student population. This may be largely true, but I
also believe it is significantly tied to the relative privilege of the
population I work with now, as compared to my previous position. When I was
working at a community college, I still served plenty of young,
traditional-aged students—some of whom were still in high school, completing
Running Start or other college credits. However, they generally represented more
low-income, racially/ethnically diverse, and first-generation college students
than their private school counterparts. I recall far fewer instances of a young
student bringing his or her parent to an appointment or having his or her
parent be the omnipresent mouthpiece. Perhaps this was because his or her parent was
busy working a demanding, full-time job or didn’t know where to start in gathering
information about college.
Regardless
of the level of emotional, financial, and intellectual investment parents have
in their children’s education (or life in general, for that matter), they must
realize that they are not doing any favors by absorbing their children’s educational
(and life) duties. The high school and undergraduate years are absolutely an
appropriate time to help their children learn how to take initiative, ask
questions, get organized, and work hard to accomplish a goal. If not during
these years, then when? I would argue any starting point beyond this time is
too late. So, by all means, parents should make the effort to check in with
their son or daughter about the college search process and important
educational matters. They should feel free to accompany their son or daughter
to important college-related events. They should also feel entitled to have a
say in the financial side of their son or daughter’s college education. But
having an investment does not warrant taking complete control. Release the
reins. Let your kid be an adult. And students, accept the responsibility!