Hawkins, Ronald E.

Miller, David R.

Wheeler, H. William

Liberty University Digital Commons

Liberty UniversityDigitalCommons@LibertyUniversityFaculty Publications and Presentations Center for Counseling and Family Studies1988The Christian College Freshman : Implications forChurch and CollegeDavid R. MillerRonald E. HawkinsLiberty University, rehawkin@liberty.eduH. William WheelerFollow this and additional works at: http://digitalcommons.liberty.edu/ccfs_fac_pubsThis Article is brought to you for free and open access by the Center for Counseling and Family Studies at DigitalCommons@Liberty University. It hasbeen accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. Formore information, please contact scholarlycommunication@liberty.edu.Recommended CitationMiller, David R.; Hawkins, Ronald E.; and Wheeler, H. William, "The Christian College Freshman : Implications for Church andCollege" (1988). Faculty Publications and Presentations. Paper 35.http://digitalcommons.liberty.edu/ccfs_fac_pubs/35THE CHRISTIAN COllEGE FRESHMAN: IMPLICATIONS FOR CHURCH AND COllEGE David R. Miller, Ph. D.* Ronald E. Hawkins, D. Min.* H. William Wheeler, Ph. D.* Abstract As conservative religious liberal arts colleges and universities expand into the traditional secular academic environment, competition and fluctuations in the student market will demand greater commitment to institutional analysis of student needs impacting persistence decisions. This study focused on the actual concerns of Freshman students at two of the largest conservative Chris-tian universities, Bob Jones University in Greenville, South Carolina, and Uber-ty University, in Lynchburg, Virginia. The sample consisted of approximately one-third of the Freshman class at Bob Jones University (n =310) and nine-tenths of the Freshman class at Uberty (n = 929). Each school has undergraduate enrollment in the four to six thousand range. Each group was administered the Mooney Problem Checklist (Mooney and Gorden, 1950) consistent with retention literature suggesting that the anonymity and broad choice range would be most appropriate with a conser-vative Christian college population. The results of the study confirm the need for institutional and home church involvement in a first-year students decisionmaking process regarding per-sistence in a Christian college or university. Introduction Christian college stUdents live and work in an academic and social environ-ment written off by some as extinct. Eddy (1977) asserts' 'we have dropped with a sigh of relief outmoded regulations on dress and chapel atten-dance ... the days are gone when a university or college could create a moral climate by devising and enforcing a distinctive set of regulations for behavior" (pp.8-9). While it may be that such conditions have largely vanished from secular public schools, the atmosphere described by Eddy continues to exist and flourish at the more than 300 religious institutions enrolling a minimum of 100,000 students yearly (U. S. Government Printing Office, 1978). Eddy's premature burial is not surprising. Astin, Lee, and Besse (1972) used the term "invisible" to describe institutions examined in this study. Invisible colleges and universities were described as having a relatively small and unselect stu-dent body, private or independent status, and maintaining an in loco paren-tis stance regarding regulations and discipline. * David R. Miller, Ph.D. is a Professor Psychology at Liberty University. Ronald E. Hawkins, D.Min is a Professor of Pastoral Counseling at Liberty University. H. William Wheeler, Ph.D. is an Associate Professor of Psychology at Liberty University. 117 9 .' B b J es University and Liberty Univer-Of such' 'invisible" instltutlo~s, n~ar t~~ top in enrollment. This research sity are, if not the largest, ce.rt~InIY tudy of first-year student problems at these reports the res.ults of "!' d~scnp. Ive \ In all more than 1200 Freshman were two conservc:tlve Chnstlan un~er~~~:'Che~klist as primary instrument. surveyed uSing the Mooney ro . ., h M Y Problem Checklist, Mooney and In discussing the rehablll.ty Oftt ~_ e~~~teprogram allowing from one to ten Gordon (1980) report that In a eSh~ eleven roblem areas, arranged acc~r­week intervals, the rank orde~1 of t hecked~n each category, remained ~Ir­ding to mean number of prot t~mst~ the next Rank order co-efficients vaned tually unchanged from one es Ing . from .90 to .98. dent 330 unforced problem statements such as The Mooney offers a stu I h Id be" "giving in to temptations", "too "not as.strong and,~ealt~Yh~~:Iif~uunhappy". Students may circle as m"!'ny easily discouraged. ,andh dotal nature of these results should provide or as few as they wish. T e anec ample resources for counseling and pastoral care. Results ful to administration of Christian Results descri~ed b,e.low Sht~~~dn~rpo~~s~~~el staff, pastors at home, and colleges and UniVersities, s parents. Health And Physical Development LU BJU 3.8 3.0 (mean problems per category) Most Frequent BJU (ranking 6) LU (ranking 6) 1. Not getting enough sleep .. 2. Feeling tired much of the ~Ime. 3. Not getting enough exercise 4. Being overweight . 5. Poor complexion or skin trouble 1. Not getting enough sleep . 2. Feeling tired much of t.he time 3. Poor complexion or skin trouble 4. Being overweight . 5. Not getting enough exercise Finances, living Conditions, Employment LU 4.2 BJU 3.7 Most Frequent BJU (ranking 1) 1. Needing to watch every penny I spend LU (ranking 5) 1. Going in debt for college expenses 118 2. Needing a job during vacations 3. Going through school on too little money 4. Unsure of my future financial support 5. Going in debt for college expenses 6. Lacking privacy in living quarters 2. Needing to watch every penny I spend 3. Going through school on too little money 4. Unsure of my future financial support 5. Too little money for clothes Personal Psychological Relations LU 5.2 BJU 4.4 Most Frequent BJU (ranking 4) LU (ranking 4) 1. Daydreaming 1. Afraid of making mistakes 2. Moodiness "having the blues" 2. Worrying about unimportant things 3. Worrying about unimportant things 3. Moodiness "having the blues" 4. Afraid of making mistakes 4. Lacking self-confidence 5. Lacking self-confidence 5. Too easily discouraged COURTSHIP, SEX, AND MARRIAGE LU 3.2 BJU 2.4 Most Frequent LU (ranking 9) 1. Wondering if I'll ever find a suitable mate 2. Too few dates 3. Not meeting anyone I'd like to date 4. Deciding whether I'm in love 5. Wondering if I'll ever get married LU (ranking 11) 1. Wondering if I'll ever find a suitable mate 2. Too few dates 3. Afraid of losing the one I love 4. No suitable place to go on dates 5. Deciding whether I'm in love ADJUSTMENT TO COLLEGE WORK LU 7.0 BJU 5.6 Most Frequent BJU (ranking 2) LU (ranking 1) 119 1. Easily distracted from my work 2. Not spending enough time in study 3. Not knowing how to study effectively 4. Weak in spelling and grammar 5. Not planning my work ahead 1. Easily distracted from my work 2. Having a poor background in some subjects 3. Not spending enough time in study 4. Worrying about examinations 5. Not knowing how to study effectively THE FUTURE: VOCATIONAL AND EDUCATIONAL LU 3.3 BJU 2.8 Most Frequent BJU (ranking 8) 1. Wondering if I'll be successful in life 2. Not knowing what I really want 3. Restless at delay in starting life's work 4. Doubting wisdom of my vocational choice 5. Needing to decide on an occupation LU (ranking 7) 1. Wondering if I'll be successful in life 2. Not knowing what I really want 3. Needing to decide on an occupation 4. Doubting wisdom of my vocational choice 5. Purpose in going to college not clear SOCIAL AND RECREATIONAL ACTIVITIES LU 4.7 BJU 4.4 Most Frequent BJU (ranking 3) 1. Too little time to myself 2. Too little chance to read what I like 3. Trouble in keeping a conversation going 4. Wanting to improve my mind 5. Slow in getting acquainted with people LU (ranking 3) 1. Too little time to myself 2. Wanting to improve my mind 3. Not enough time for recreation 4. Too little social life 5. Slow in getting acquainted with people SOCIAL - PSYCHOLOGICAL RELATIONS LU 5.4 BJU 4.1 120 Most Frequent BJU (ranking 5) 1. Missing someone back home 2. Speaking or acting without thinking 3. Worrying about how I impress people 4. Wanting a more pleasing personality 5. Being timid or shy 6. Feeling too easily hurt LU (ranking 2) 1. Missing someone back home 2. Worrying about how I impress people 3. Being timid or shy 4. Wanting a more pleasing personality 5. Speaking or acting without thinking HOME AND FAMILY LU 3.0 BJU 2.2 Most Frequent BJU (ranking 10) 1. Parents sacrificing too much for me 2. Worried about a member of my family 3. Wanting love and affection 4. Getting home too seldom 5. Unable to discuss certain problems at home LU (ranking 9) 1. Parents sacrificing too much for me 2. Wanting love and affection 3. Worried about a member of my family 4. Clash of opinions between me and parents 5. Not telling parents everything 6. Getting home too seldom MORALS AND RELIGION LU' 3.2 BJU 3.0 Most Frequent BJU (ranking 7) 1. Wanting to feel close to God 2. Wanting to understand more about the Bible 3. Sometimes not being as honest as I should be 4. Can't forget some mistakes I've made 121 LU (ranking 10) 1. Wanting to feel close to God 2. Wanting to understand more about the Bible 3. Giving in to temptation 4. Can't forget some mistakes I've made 5. Giving in to temptations 5. Sometimes not being as honest as I should be CURRICULUM AND TEACHING PROCEDURE LU 3.0 BJU1.3 Most Frequent BJU (ranking 11) 1. Hard to study in living quarters 2. Too much work required in some courses 3. Not enough chance to talk to to teachers 4. Unable to take courses I want 5. Forced to take courses I don't like LU (ranking 8) 1. Difficulty in getting required books 2. Too much work required in some courses 3. Hard to study in living quarters 4. Dull classes 5. Forced to take courses I don't like BJU TOP FIVE CONCERNS OVERALL LU 1. Not getting enough sleep 2. Wanting to feel close to God 3. Too little time to myself 4. Missing someone back home 5. Easily distracted from my work 1. Missing someone back home 2. Not getting enough sleep 3. Difficulty in getting required books 4. Wanting to feel close to God 5. Easily distracted from my work NOTABLE IN THEIR ABSENCE 1. Science conflicting with my religion 2. Needing information on sex matters 3. Sometimes bothered by thoughts of insanity 4. Failing to see the relation of religion to life 5. Unfair tests 6. Don't know what to believe about God 7. Classes run too much like high school 8. Thoughts of suicide 9. Living at home or too close to home 10. Losing my earlier religious faith 122 Implications for Christian Colleges and Universities Considering the persistent growth at Christian Colleges and Universities, the desirability of conducting independent studies of this nature seems clear. It is of particular importance to conduct longitudinal studies in orderto achieve the "goodness of fit" between student and school described by Ironside (1979). Further, the increasing competition for new students between evangelical schools and fundamentalist schools will place increased demands on col-leges to meet the needs of their students. As the competition grows more in-tense, especially among accredited institutions, those able to tailor their academic, social, and spiritual programs to meet their student needs will be most successful in recruiting and retaining first year students. The role of faculty will need to be expanded to include more informed, non-academic contact with students. While not necessarily suggesting the in loco parentis extreme, it is clear that faculty can be very influential in the effort to keep new students in school and to assure their successful progress (Freed-man, 1969; Terenzini and Pascarela, 1976). Homesickness is a very common and powerful foe for new students. Informal contacts with faculty can do much to diminish its effect. Implications for the Home Pastor This study demonstrates the need for continued pastoral involvement in the lives of young people away from home at a Christian school. The follow-ing summarizes the areas where intervention from home church and pastors can do the greatest good. There is no ranking implied. 1. Afraid to make mistakes 2. Unsure of social contacts 3. Unsure of preparation for college 4. Missing family and friends 5. Worried about giving into temptation 6. Need and want to know the Bible better 7. Parents giving too much for me 8. Worried about someone back home 9. Will I be successful in life 10. How do I know when I'm in love Pastoral Interventions Pastors first need to realize that a primary reason Christian students leave school is the students' inability to be at peace about what is or is not happen-ing at home. For example, Yamashita (1978) and Whiting (1980) found that 123 students leave school both in reaction to and in support of family expectations. Family considerations need to be recognized as crucial to student success at school and dealt with accordingly. A pastor who can assure an away-from-home student that he or she is working with the family will inevitably contribute to the student's success and persistence at school. A sl!ggestion that may be appropriate is that pastors or staff create in-dividually signed form letters to send to their away-from-home college students. Such form letters can easily be made to appear individually writ-ten. Each letter could deal with one ofthe ten common concerns mentioned above. The letters could be mailed out periodically to coincide with particular stresses or events related to the school year. Wise Pastors recognize that attending a Christian college is not all fun and games and such religious leaders can be influential in assisting their young people with making mature decisions regarding career choice, spiritual and moral issues, relationships, and leaving or remaining in school. £. Conclusion Entering Freshmen face a number of trials and tribulations when they leave home to attend a Christian college. Leaving home and church, facing room-mates, adjusting to teacher idiosyncracies, learning the rules, taking tests-the list seems endless. Each new student needs to be surveyed, counseled, and advised by Christian college personnel. New students can be retained if their problems and concerns are identified and dealt with. Home pastors need not and should not relinquish their influence when their young people go away to college. Homesickness is the major problem for Freshmen students at Christian colleges. Letters from pastors, church bulletins, and some individual attention when returning home for holidays tell students that survival of the Freshman year is possible after all. When needs are met, they diminish in power. Home pastors and Christian college personnel can become or continue to be make-a-difference people in the lives of their young people away at school. 124 REFERENCES A Classification of Institutions of Higher Learning. (1978). Washington, D.C.: U. S. Government Printing Office. Astin, A. w., Lee, G. B. T., and Besse, R. M. (1972). The invisible colleges. New York: McGraw-HilI. Eddy, E. D. (1977). What Happened to student values? Educational Record, 58,7-17. Freedman, M. B. (1969). The College Experience. San Francisco: Jossey-Bass. Ironside, E. M. (1979). Voluntary Withdrawal: Why don't they return? Orlando, Florida: Southern Association for Institutional Research Annual Meeting. (ERIC Document Reproduction Service No. Ed. 185 939). Terenzini, P. T. & Pascarella, E. T. (1976). The relation of Freshman student's social and academic integration to attrition. Proceedings of the Annual Forum of the Association for Institutional Research. Los Angeles. Whiting, R. A. (1980). First semester Freshman college dropouts: A Family system perspective (Doctoral dissertation, University of Massachusetts) Dissertation Abstracts International, 41, (3), 951A. Yamashita, L. C. (1978). Student profiles and Factors affecting student attri-tion and persistence at the University of Guam (Doctoral dissertation, Western Michigan University, 1977). Dissertation Abstracts Interna-tional, 1978, 38, (11), University Microfilms No. 78-06, 169. 125 To Outgrow or to Control Our Anxieties: That is the Queston. Howard J. Shear ABSTRACT This paper contrasts an emancipating with a controlling way of responding to anxiety. Condensations of three dramatic, therapeutic incidents illustrate a liberating orientation to our anx-ieties. Implications for counseling and therapy of an emancipating way of responding to anxiety are discussed. Congruent with the assumption that many psychopathological phenomena are ways of controlling anxiety, this paper has implications for understanding the meaning of "mental illness" and for appreciating that only God "cures" anxiety. Although anxiety is one of human nature's pervasive and most powerful events, so much effort is put forth in dealing with it, and paradoxically, so many destructive and constructive phenomena are associated with it, the mean-ing of anxiety remains ambiguous. Clinicians and researcher hav~ conceived of many and varied theories of anxiety. These have been summanzed by May (1950, 1977) and Spielberger (1972) and Zuckerman and Spielberger (1976). In his 1977 revised edition of The Meaning of Anxiety, May described that a score of volumes concerning anxiety have been published since his book was marketed and that some scholars estimated that 6,000 studies and dissertations on the subject were published between 1950 and 1977. May wrote that he knew of no one who would claim that the riddle of anxiety has been solved. A 1920 statement by Freud articulates how crucial an under-standing of anxiety is: " ... One thing is certain that the problem of anxiety is a nodal. point, linking up all kinds of most important questions, a riddle, of which the solution must cast a flood of light upon our whole." (Freud, 1949). In his practice as a psychological therapist and in his work as a resea~ch psychologist since 1952, this writer has been trying to discove: the ~e~nln.g of anxiety. Since 1962, he has recurrently observed a relattonshlp In his therapeutic practice, in his clinical and naturalistic research, and in his liv-ing as a human being which led to the refining of a concept of anxiety.1 He confidently believes that this meaning solves the riddle of anxiety. During years of trying to get the refined concept published since 1974, a vital issue regarding anxiety has become coherent in further experiences and in feedback from various editors. It became apparent to this writer that most theories of anxiety have assumed that anxiety was a condition which was either overcome or controlled or not. It also became clear that this assump-tion was closely related to an extensive cultural norm for dealing with life, of course, there are exceptions. This norm consists of valuing aggressi~n, manipulation and control as ways of coping with life. These matters were Pin-pointed in a paper discribing how a Vietnam veteran outgrew his delayed, 126 

The Christian College Freshman : Implications for Church and College

Abstract

Similar works

Full text

Available Versions

Liberty University Digital Commons