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

Abstract

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.

Continual Evolution in Evidence-Based School Counseling: Proceedings From the 2022 Conference

“…5. Rethinking college planning and career development to fit modern contexts and to be relevant to the youth involved (Bryan et al, 2023; Havlik et al, 2023)6. Adapting school counseling interventions and materials to best fit student needs in the setting (Ermis-Demirtas et al, 2023; Shi et al, 2023).…”

“…5. Rethinking college planning and career development to fit modern contexts and to be relevant to the youth involved (Bryan et al, 2023; Havlik et al, 2023)…”

“…Historically, many school-based interventions were intended to “treat” students who were struggling, often with a goal of helping them adjust to schooling structures and practices that might not work for them. Instead, working collaboratively with both colleagues and youth, EBSC practitioners consider the ways that school contexts impact any given situation, and then identify more effective counseling and classroom practices, educational systems, and school policies (Beasley et al, 2023; Boulden & Goodman-Scott, 2023; Bryan et al, 2023; Lemberger-Truelove et al, 2023). While youth can have learning and/or mental health challenges that are a complex interplay of biological and potentially oppressive social ecological factors (Bronfenbrenner, 1992; Johnson & Brookover, 2021), it is the schools’ mandate to create safe and effective learning environments for all students.…”

“…Conservative groups like Parents Defending Education have attacked school counselors for their work related to social-emotional learning, ELL and immigrant youth, LGBTQ+ and transgender affirming practices, and curriculum content about race and gender (Parents Defending Education, 2022). In this special issue, several authors have identified useful skills and actions that can support student well-being, even in challenging political contexts (Beasley et al, 2023; Boulden & Goodman-Scott, 2023; Bryan et al, 2023; Havlik et al, 2023; Lemberger-Truelove et al, 2023; Shi et al, 2023; Taylor et al, 2023). All these authors describe ways to integrate culturally sustaining and affirming practices into existing structures and activities, effectively supporting student well-being while taking social contexts and identities into consideration.…”

Black males and school counselors: Do they experience the culture in counseling programs and departments differently from Black females?

“…Although recent studies have begun to explore how and whether school counselors and the structure and culture of school counseling departments and programs affect students' college-going outcomes, no studies exist on whether school counseling culture around college going has different effects for Black males relative to Black females. A recent study by Bryan et al (2023) revealed that Black students who attended schools where the counselor (or counseling program or department) spent 10% or less of their time to CCR and those who received college application and financial aid help were more likely to see counselors for college admissions or financial aid counseling in 12th grade. The study provided information on useful and significant factors that might affect Black students' decision to see counselors and apply to and enroll in college.…”