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Parental Notification of Alcohol or Drug-Related Violations

ment of Education further clarified the law
by stating that colleges and universities do
not have to wait until the institutional judicial process has concluded before notifying
parents of violations (Inter-Association Task
Force, 2002; Zweig & Thompson, 2001).
Institutions were given the right to set their
own procedures regarding how, when, and
by whom parents are contacted. This provided institutions with the flexibility to develop
policies and procedures for parental notification that best meet the needs of their students (Cutler, 2003).
Previous research indicates that a number
of colleges and universities were developing
or considering parental notification policies
around the time of the reauthorization, with
69% of institutions having already implemented a policy or in the process of developing one (Palmer et al., 2001). For other
institutions, the reauthorization served as
a stimulus to develop parental notification
policies. In a survey of chief student affairs
officers, Watts (2003) found that administrators at 60% of public and 40% of private institutions reported that HERA made it easier
to implement a parental notification policy.
The adoption of these policies continued to
increase nationwide, and, by 2005, 76.4% of
institutions reported that they either currently
had a policy or practice of parental notification in place or were considering such a policy
(Lowery et al., 2005). Campus officials are
continually seeking ways to enhance student
success and, in doing so, realize the importance of strengthening relationships with key
stakeholders. Parental notification policies
provide these officials a tool in this process.

TRENDS IN COLLEGE STUDENT
SUBSTANCE ABUSE AND
PARENTAL NOTIFICATION
PRACTICES
To build an understanding of the context for
this study, current literature in the following
three areas was explored: (a) alcohol and other
drug use trends among students living on
campus; (b) support for involving parents in
curbing student substance abuse; and (c) parental notification trends.

Alcohol and Other Drug Use Trends
Among Students Living on Campus
According to the National Center on Addiction and Substance Abuse (2007), rates of
drinking among college-age students in the
United States hovered around 70% over the
past decade with little improvement, while
the proportion of students who engage in
binge drinking and students who are drinking to “get drunk” steadily increased. Sharmer
(2005) defines binge drinking as “consumption of five or more drinks at one sitting for
a man and four or more drinks at one sitting
for a woman” (p. 37). This form of high-risk
alcohol consumption is greatest among college
age youth (Ham & Hope, 2003; LaBrie & Cail,
2011). Additionally, the proportion of college
students who use drugs other than alcohol has
risen in recent years. The number of students
who report daily marijuana use increased
110% since the early 1990s, and the proportion using illicit drugs other than marijuana
increased 52% during the same time period
(NCASA, 2007).
LaBrie and Cail (2011) noted that first-year
college students, many of whom reside in on-

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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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