The encouragement of the college freshman and/or participation of one's family in college appears to be an important factor in the student's success in college. Graduates of universities notes that their families "just assumed" they would graduate. Family expectations of success may be as important as student's own expectations (Hackman & Dysinger, 1970). College persisters are more likely to come from families who parents are more educated (Chase, 1970; Cope & Hewitt, 1970; and Spady, 1971). College persisters get more parental advice, praise, and expressed interest (Trent & Ryle, 1965).

Parental feelings that "getting and education is important," being proud when showing one's report card to parents," and "discussing future careers with one's family" are important factors in the equation of college success and persistence (Lunneborg & Lunneborg, 1976). The higher the father's level of occupation and mother's educational level the more likely is college student persistence (Metsker & Trent, 1968). The number of books in the home, sibling educational attainment, as well as parental expectations have shown to add to college success (Metsker & Trent, Scope Study, 1968).