8. Preparing Students for Higher Education: How School Counselors Can Foster College Readiness and Access

DeVitis, Joseph L.; Sasso, Pietro A.

doi:10.3726/978-1-4539-1640-7/21

Cited by 1 publication

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To create effective college application and financial aid interventions, school counselors may need to develop their knowledge and accurate information on college entrance requirements, college costs, and financial aid (McDonough & Calderone, 2006; Robinson & Roksa, 2016). One strategy is to partner with financial aid officers and college admission offices in local or state universities (Bryan et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…College and career readiness activities are essential tasks, practices, and programs that school counselors typically coordinate to promote students’ college and career readiness, such as college visits, college and career fairs, career awareness activities and career assessments, and financial aid workshops and meetings (Bryan et al, 2016, 2019; Conley & McGaughy, 2012; Goodwin et al, 2016; McDonough, 2005). Engberg and Gilbert (2014) defined college and career readiness activities, such as college course offerings, college fairs, information sessions, and financial aid assistance, as important resources in the counseling opportunity structure and important predictors of high school college-going rates.…”

Section: Introductionmentioning

confidence: 99%

“…Engberg and Gilbert (2014) defined college and career readiness activities, such as college course offerings, college fairs, information sessions, and financial aid assistance, as important resources in the counseling opportunity structure and important predictors of high school college-going rates. These resources or activities are especially beneficial for students underrepresented in college going such as low-income and African American students (Bryan et al, 2016, 2019; Fitzpatrick & Schneider, 2016; Muhammad, 2008; Kimura-Walsh et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Specific to college going, common constraints include school counselors’ student caseloads and college counseling availability; that is, college-specific guidance and counseling provided by college counselors, advisors, mentors, or coaches (Bryan et al, 2009; Poynton & Lapan, 2017; Shi & Brown, 2020). These resource challenges constrain school counselors’ roles and the services they provide in high school counseling departments, especially regarding preparation for postsecondary decisions and transitions (Bryan, Farmer-Hinton et al, 2017; Bryan et al, 2016, 2019; Perna et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

Bryan

Jungnam

Liu

2023

Professional School Counseling

View full text Add to dashboard Cite

This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students’ college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009–2016 dataset. The results indicated that counselor expectations, priorities, student–counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students’ college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student–counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds.

show abstract

Section: Discussionmentioning

confidence: 99%