Communication Frequency and Types of Supportive Messages: A Mixed Methods Approach to Examining Mexican-Origin College Students’ Relationships With Their Mothers and Fathers

Abstract

The current study examined communication between Mexican-origin college students (n = 84) and their parents and the supportive messages that students received. Students attend a Hispanic Serving Institution in central Texas. Most students (96.4%) communicated weekly with parents. Females communicated more with their mothers. Relationship quality was positively related to communication with fathers. Parents’ supportive messages targeted characteristics of parent–child relationships and noncognitive predictors of academic outcomes. Findings demonstrate that parents are a viable focus for college retention efforts.