Review_Author: Joe Revelt
Book_Author: Ernest T. Pascarella & Patrick T. Terenzini
Book_Title: How College Affects Students
Reference: Jossey-Bass Publishers, San Francisco, Oxford, 1991
Date: 5/18/00
Time: 10:33:28 AM
Remote Name: 166.66.16.28
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This book discloses the results of a massive undertaking – namely, a comprehensive review of the literature substantiating the effects of college on students. Literally thousands of studies were reviewed to ascertain what, if any, effect college has on the various aspects of student development. In addition to attempting to establish whether college attendance impacted student development, this book also sought clarify additional issues such as: between college effects (whether the type of college made a difference); within college effects (whether major, gender, race, or some other demographic issue made a difference), and whether it had any long-term effects. The key areas of development investigated are identified in the paragraphs below. While a thorough summary of this book’s findings are far beyond the scope of this book review, many of the more interesting, holistic findings can be summarized as follows.
In the area of verbal, quantitative and subject matter mastery, it can be safely concluded that statistically significant growth does result occur due to college attendance. Furthermore, after controlling for factors such as precollege traits, etc., the type of college attended did not have much of an effect; however, as one can readily imagine, the curriculum does have an impact. Simply put, if a student does not take math courses, they most likely will not develop in this area.
Generally speaking students also develop in cognitive skills, intellectual growth, identity, and self-esteem. While these areas of growth do vary according to major, it is most likely due to the level of integration of the academic and social communities in a college setting. Consequently, if students are exposed to faculty more, discuss course content in the dormitories, etc., they are more inclined to grow in these areas.
While college clearly impacts how students interpret and respond to their environments, they do so in varying degrees. For example, while college helps to reduce students’ authoritarianism and ethnocentrism, there is insufficient evidence to conclude it impacts student autonomy or general maturity. The type of college attended can make a difference in some of these areas.
In the area of attitudes and values, there is compelling evidence that college attendance instills an appreciation for the breadth, inclusiveness, and complexity of the new and different. Similarly, the evidence for moral development, the ability to conduct principled reasoning at higher levels, is also very strong. However, the evidence is inconclusive on the impact of the type of school attended in both of these areas. In striking contrast, it is not surprising that the type of school attended DOES impact the area of educational attainment. Students who initial enroll in 2- year institutions or less- selective institutions are less inclined to graduate or enroll in graduate programs.
Career choice and develop is strongly impacted by college attendance as well. In terms of breadth and prestige, greater opportunities are available to the college graduate, but this is not due exclusively to the additional education. The total impact of college on a career is most likely due to both “socialization” and “certification,” and, again, the type of school can have a profound impact. It is easy to extend these observations to quality of life issues. College graduates enjoy greater earnings potential and better health but have smaller families.
The breadths of these areas of development have been substantial. While only substantial results have been summarized here, there exists a wealth of less dramatic findings. This book discussed a myriad of findings that are less distinct due to sample bias, suspect instruments, questionable methodologies, the lack of a control group (how much development occurs due to maturation and not college attendance) and the like. Despite these shortcomings, this book succeeds in bringing together a great deal of good literature by interpolating and extrapolating results. The book also possesses a great deal of intuitive appeal by introducing “common sense” wherever possible. While I found this book to be quite overwhelming in scope, it does read easily. I would recommend this book for anyone who can impact the administration of higher education.