09/01/2026

Navigating Parental Involvement in Career Conversations with College Students

By Mackenzie Fisher

College serves as a space for students to gain independence and autonomy over their daily living habits, education, and future career goals. Still, many continue to rely on their parents and families (guardians, grandparents, etc.) for support. Their involvement can be a necessity. For instance, some students may require financial assistance from their parents to afford education (Bartoszuk et al., 2019; Carlson, 2014; Kanter et al., 2008). Likewise, parents who attended college themselves may want to share their wisdom with their child. This trend may continue as “Gen Zers [are] more likely to be enrolled in college and to have a college-educated parent” (Parker & Igielnik, 2020, para. 12). Other students may also seek to include their parents, receive input, and implement their advice while in college, especially if they believe their parents know what is right, the advice seems practical, and/or it validates what they want to do (Anderson et al., 2012; Carlson, 2014). Moreover, universities strategically implement programs and initiatives (e.g., new student orientation, family webpages, family weekends) to share information and partner with families.

When college students seek assistance from career services professionals, their parents may be omitted from the conversation, listening to a phone call, or sitting right next to them on campus. Besides balancing communication differences between a parent and the student, career service staff in higher education must consider the protections of students’ educational records under the Family Education Rights and Privacy Act (FERPA) if the student is over 18 years of age in the United States (Protecting Student Privacy, n.d.). Moreover, career service practitioners must also be mindful to provide ethical services (National Career Development Association [NCDA], 2024). The NCDA monograph A Case Study in Ethics 2nd ed. (Makela & Perlus, 2017) acknowledges that ethical practices are “often complex, with multiple relationships, competing interests, and information gaps” (p. 39). For example, student interactions involving parents could involve dilemmas with consent, respecting autonomy and nonmaleficence. Therefore, it is important for the practitioner to understand the issue, reflect using the components of ethical decision-making models, and remember that not all ethical dilemmas “arise out of stressful or negative predicaments…sometimes the happiest of occasions can bring about an ethical quandary” (Makela & Perlus, 2017, p. 43).

Listed below are strategies career service practitioners may use if they find themselves in a conversation with a student and their parent(s), all of which can be summarized with the acronym P.A.R.E.N.T.

• Physical Space: Knowing where the interaction is taking place will influence how long and in-depth the conversations can be. Consider whether it is an appropriate time or space for that conversation. For example, private offices are better for more personal disclosures, while public spaces are suitable for sharing relevant career programs and services. If needed, provide a business card or online schedule to arrange a future meeting at a private location.
• Assess Involvement: Cultural context and family dynamics can impact the extent to which parents may be involved in their child’s career planning. Students with familial or collectivistic values may prioritize the input of family members (Anderson et al., 2012). Parents who have limited involvement may look to the student to initiate and lead career conversations. Conversely, some students may experience unwanted parental involvement (e.g., answering questions on their behalf, interrupting them). These students may appear withdrawn or uncomfortable when discussing their career goals. External conflict increases the complexity of students’ presenting concerns (Sampson et al., 2003; Sampson et al., 2023). Unwelcomed parental involvement may require career service practitioners to refocus on the student, use cultural intelligence to address the issues and encourage independence.
• Refocus on the Student: Parents and students who are transitioning from high school may expect to replicate existing partnerships with school counselors, not understanding differences across secondary and post-secondary education. While parent collaboration could be helpful, higher education is a space where students make decisions about involvement and have more autonomy. Career service practitioners can respect students’ self-determination by facing their direction, maintaining eye contact, and repeating their name.
• Encourage Independence: Career service practitioners can show the student support for their decision-making, while acknowledging but redirecting parental input. For example, if a parent states, “Nick has been struggling to choose between a major in economics and psychology,” career service practitioners could redirect the input back to Nick by saying, “Choosing between a major can be difficult. Nick, it sounds like you’ve narrowed your options to two great choices. What steps did you take to get to this point?” Through the conversation, questions can also be directed to the student (e.g., “What excites you about a career in engineering?”). This can promote accountability and invite students to respond and act for themselves.
• Next Steps: Having something tangible for students to accomplish can promote active involvement in the career development process. Clearer communication, setting realistic goals, and creating action can prevent discrepancies and clarify expectations between students and their parents (Kanter et al., 2008). When developing an action plan, incorporate resources offered at the institution or referral contacts when appropriate.
• Tailor Guidance: All students are unique, and their needs vary. The resources career service professionals provide will depend on the student (e.g., academic year, major, cultural preference, capability, complexity of concerns) and what is available at the college. Listening to the students’ responses and keeping the aforementioned characteristics in mind can enhance the quality of services and referrals.

Overall, career service practitioners in higher education settings should expect parents and families to be a factor (or active participant) in a student’s career planning. In light of intersecting considerations such as students’ right to privacy in their academic records and cultural, familial norms they hold, career practitioners can foster a collaborative relationship with all parties involved using the P.A.R.E.N.T. acronym. From there, career service practitioners can build rapport with the student and acknowledge the role of parents and guardians in that student’s career development.

References

Anderson, S. K., Peila-Shuster, J. J., & Aragon, A. (2012). Cross-cultural career counseling: Ethical issues to consider. Career Planning and Adult Development Journal, 28(1), 127–139.

Bartoszuk, K., Deal, J. E., & Yerhot, M. (2019). Parents’ and college students’ perceptions of support and family environment. Emerging Adulthood, 9(1), 76–87. https://doi.org/10.1177/2167696818823947 

Carlson, C. L. (2014). Seeking self-sufficiency: Why emerging adult college students receive and implement parental advice. Emerging Adulthood, 2(4), 257–269. https://doi.org/10.1177/2167696814551785 

Kanter Agliata, A. & Renk, K. (2008). College students’ adjustment: The role of parent-college student expectation discrepancies and communication reciprocity. Journal of Youth and Adolescence, 37(1), 967–982. https://doi.org/10.1007/s10964-007-9200-8 

Makela, J. P., & Perlus, J. (2017). A case study in ethics 2nd ed. National Career Development Association.

National Career Development Association. (2024). 2024 NCDA code of ethics. https://www.ncda.org/aws/NCDA/asset_manager/get_file/3395?ver=738703 

Parker, K. & Igielnik, R. (2020). On the cusp of adulthood and facing an uncertain future: What we know about gen z so far. Pew Research Center. https://www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far/ 

Protecting Student Privacy. (n.d.). What is FERPA? U.S. Department of Education. https://studentprivacy.ed.gov/faq/what-ferpa 

Sampson, J. P., Jr., Lenz, J. G., Bullock-Yowell, E., Osborn, D. S., & Hayden, S. C. W. (Eds.). (2023). Cognitive information processing: Career theory, research, and practice. Florida State Open Publishing. https://manifold.lib.fsu.edu/projects/cognitive-information-processing-career-theory-research-and-practice 

Sampson, J. P., Jr., Peterson, G. W., Reardon, R. C., & Lenz, J. G. (2003). Designing career services to cost-effectively meet individual needs. Center for the Study of Technology in Counseling and Career Development.

Mackenzie Fisher (she/her) is a Career Development Specialist at the Florida State University Career Center. Mackenzie serves as an Exploratory Liaison for undergraduate students who are exploring major and career options. Through her role, she has experience providing career counseling, career advising, pre-law advising, and co-instructing a career development course. She holds a Bachelor of Science in Psychology and a dual Master of Science and Educational Specialist degree in Counseling and Human Systems. She is a National Certified Counselor (NCC) through the National Board of Certified Counselors (NBCC) and Certified Career Counselor (CCC) through the National Career Development Association (NCDA). She can be reached at mfisher4@fsu.edu or via LinkedIn: www.linkedin.com/in/mackenzie-fisher-fsupsu