Generation Me: Defining & Addressing The Effects Of Entitlement On Today's College Campuses

On-Demand Training

$ 425.00

The registration fee includes institutional access to the recording for one year.
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"The current generation finds itself comparable to celebrities and the upper class. But previously, college students flaunted how much they ate ramen and lived on a budget…by creating this mindset of entitlement, our generation will continue to crumble in all aspects of life.” ~ Alexandria Mullane, Elite Daily (2016)

"We can avoid it no longer. The crisis in academia has reached a boiling point. Too many students are wasting their educational years going to college -- and earning degrees in self-indulgence. The academic institutionalization of entitlement is lobotomizing America’s kids." ~ Alex Castellanos, CNN (2015) 

"Plenty of professors have told me that when many of their students get to college, they lug into the classroom a sense of academic entitlement—a belief that their papers and exams should be graded on how hard they’ve worked, not how well they’ve mastered the material. When they don’t receive the grades they think they deserve, many take the matter up with the graders.” – Stacey Patton, Morgan State University (2015)

Today's college students are growing up in a world very different than that of the previous generation. Dubbed as Generation Me (Twenge, 2006) or the Trophy Generation, these students are the product of (Carroll, 2003) consistent positive reinforcement and pampering. This trend, manifested in parents praising children with hopes of raising successful, happy children with high self-esteem (Martin, 2013), has caused other unintended consequences. The emphasis on being special has evolved into a broad sense of entitlement (Crosby, n.d., para. 9).

While Greenberger et al. (2008) postulate that students entitlement attitudes are already developed before they enter college, Edmunson (1997) argues that universities, too, have catered to students and produced a consumer mentality that feeds the entitlement flame. In due course, the issues associated with entitlement present a potential risk to the integrity and well being of higher education and must be addressed.

This webinar will discuss the why and how of today's entitlement issues, as well as strategies for overcoming the unintended problems on campus. Using real-world scenarios, we will address the negative play-out of its effects including aggression, demanding behavior, cheating, and more. Participants will leave with ideas for creating an environment that fosters student contribution, self-reliance, and the pride that comes from accomplishing something meaningful.

  • Discover the meaning of a Culture of Entitlement and how it infiltrates an institution or department
  • Explore why some students see themselves as more responsible for their behaviors than do other students
  • Compare how faculty, staff, and students tend to see the purpose of education differently
  • Discuss the paradox of altruism and its effects on society and students in particular
  • List the benefits of Ownership Thinking and brainstorm ways to get students to engage in Adult Thinking
  • Learn how to create incentives that cause students to want to be more engaged in their education
  • Leave with ideas for creating an environment that fosters student contribution, self-reliance, and the pride that comes from accomplishing something meaningful
  • 2-year & 4-year institutions
  • Academic Affairs/Instruction
  • Student Services/Affairs
  • Faculty (full and part-time)
  • Advising & Counseling
  • Retention Specialist
  • First Year Experience Coordinators
"Dealing with students who feel they deserve to be recognized just for showing up can be an exhausting experience. As has always been the case, however, todays students are a product of their background and upbringing. Helping these students overcome the self-defeating attitude of entitlement will better prepare them for the challenges that lie ahead in life."
Dr. Aaron W. Hughey is a Professor in the Department of Counseling and Student Affairs at Western Kentucky University, where he oversees the graduate degree program in Student Affairs in Higher Education. Before joining the faculty in 1991, he spent 10 years in progressive administrative positions, including five years as the Associate Director of University Housing at WKU. He was also head of the department of Counseling and Student Affairs for five years before returning to the faculty full-time in 2008. Dr. Hughey has degrees from the University of Tennessee at Martin, the University of Tennessee at Knoxville, Western Kentucky University, and Northern Illinois University. He has authored (or co-authored) over 50 refereed publications on a wide range of issues including leadership and student development, standardized testing, diversity, and educational administration. He regularly presents at national and international conferences and consults extensively with companies and schools. He also provides training and professional development programs on a variety of topics centered on student success.
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