Parenting Styles and Academic Entitlement in the Higher Education Classroom

Document Type


Degree Name

Doctor of Education (Ed.D)


Higher Edu and Learning Technology

Date of Award

Spring 2019


Academic entitlement in the higher education classroom is a well-documented phenomenon. Students who exhibit entitlement feel they deserve preferential treatment within the classroom without putting forth the effort to receive the preferential treatment. These expectations include inflated grades, special personal concessions for assignments, and rule changes to accommodate the student's unique situation. While academic entitlement has been studied, researchers are still searching for correlates between various factors that could lead to academic entitlement. The researcher examined various parenting styles and how these different styles of parenting impact the development of academic entitlement. Undergraduate students at a mid-size, Hispanic-serving institution in the southwest were invited to participate by completing 2 self-report instruments used to measure academic entitlement and parenting styles. A correlational design was used for this quantitative study in order to analyze the relationships between parenting styles and the presence of academic entitlement. A multiple-regression statistical test was used to analyze the data. The null hypothesis, which stated there would be no correlation between parenting styles and academic entitlement, was rejected as a correlation was discovered between academic entitlement and parenting styles. Specifically, permissive parenting and authoritarian parenting styles were found to predict the presence of academic entitlement in college students. In addition, the demographic variable, ethnicity, also predicted the presence of academic entitlement in college students. Implications for practice and future research opportunities followed the analysis of the data.


Jon E. Travis

Subject Categories

Education | Educational Administration and Supervision | Educational Leadership