Counseling Opportunity Structures: Explaining College-Going Using a Typology of School-Level Opportunity Structures

Abstract

This article contributes to our understanding of the gap in college access by examining (a) the extent to which and (b) how high school counseling focused on college broadens access. We extend Engberg and Gilbert’s typology of schools based on high school counseling norms and resources. Using recent data from the High School Longitudinal Study of 2009, we identified three types of schools: norm-driven, resource-rich, and divergent.

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

“…We define SCCGC as counselors’ expectations and goals or priorities; their contact and interactions with students for college and career counseling and advising; their practices and activities that support CCR; and the constraints and resources (or lack of) within a school counseling department. SCCGC may be stronger than or exist regardless of the wider college‐going culture of the school because what counselors do around college‐going has substantial influence on the perceptions, attitudes, and behaviors of students, parents, teachers, and administration (Belasco, 2013; Bellou, 2008; Engberg & Gilbert, 2014; et al., 2016; Perna et al., 2008; Poynton & Lapan, 2017; Rangel & Ballysingh, 2020). The following section discusses each of the variables or units of analysis in the conceptual framework and rationale for selecting them based on the existing research.…”

“…Regarding counselor priorities, recent research using the HSLS 2009 indicates that when counselors make students’ readiness for PSE a priority (as opposed to other competing priorities) and dedicate a greater percentage of their time to it, their four‐year college‐going rates are likely to increase (Engberg & Gilbert, 2014; Robinson & Roksa, 2016; Rangel & Ballysingh, 2020; Shi & Brown, 2020). However, these results are inconsistent; in another study using the HSLS 2009, when counselors’ priority is college preparation, students were less likely to enroll in four‐year colleges (Radford & Ifill, 2013).…”

“…Two qualitative studies revealed that constraints such as large caseloads and little designated time for CCR counseling limit school counselors from fully supporting students in the college‐going process (Gearns, Kelly, & Bugallo, 2018; Shillingford, Oh, & Finnell, 2017). Also, in a number of studies using national datasets, both counselor caseload and number of counselors affect the provision of school counseling services and students’ academic outcomes and college application and enrollment rates (Bryan et al., 2011; Engberg & Gilbert, 2014; Fitzpatrick, 2019; Goodman‐Scott et al., 2018; Poynton & Lapan, 2017; Rangel & Ballysingh, 2020; Shi & Brown, 2020; Woods & Domina, 2014). Researchers seeking to quantify the impact of school counselors, found that one additional high school counselor resulted in a 10% point increase in four‐year college‐going rates (Hurwitz & Howell, 2014).…”

“…However, only the HSLS:09 includes a school counselor survey with multiple indicators suitable for examining how school counselors and their programs influence students’ college‐going pathways and decisions. Consequently, in a number of extant studies, scholars have begun to explore the associations and effects of a range of school counseling variables including school counselor expectations (Bryan et al., 2009; 2017); priority goals, use of time, hours spent on college readiness counseling (Engberg & Gilbert, 2014; Shi & Brown, 2020; Rangel & Ballysingh, 2020; Velez, 2016); frequently, student–counselor contact, visits, or talk (Bryan et al., 2011, 2017; Belasco, 2013; Velez, 2016); college and career readiness (CCR) activities (Edwin et al., 2019; Engberg & Gilbert 2014; Fitzpatrick, 2019; Fitzpatrick & Schneider, 2016; Rangel & Ballysingh, 2020); counselor caseloads (Goodman‐Scott et al., 2018; Shi & Brown, 2020; Woods & Domina, 2014); and number of counselors (Bryan et al., 2011; Robinson & Roksa, 2016) on students’ college‐going decisions, including receiving counseling for college admissions and for financial aid, career aspirations, applying to college, and college enrollment.…”

Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment

“…Naturally, academic achievement plays a significant role in the probability of students applying to and being accepted to college (Allen et al, 2008; Cabrera & La Nasa, 2000b). When that is controlled for, several studies have found that parent involvement, school climate, and cultural norms are some of the other large influences on college enrollment (Engberg & Allen, 2011; Klasik, 2012; Rangel & Ballysingh, 2019). A school with a strong college-going climate creates a community where college is an expected post-high school pathway, where there is structured support to help students complete the necessary steps, and where students have access to peers and networks that promote college attendance (Roderick et al, 2009).…”