Improving College Access: A Review of Research on the Role of High School Counselors

McKillip, Mary E. M.; Rawls, Anita; Barry, Carol L.

doi:10.5330/psc.n.2012-16.49

Cited by 27 publications

(21 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Stanton-Salazar (1997:18) argues that barriers to trust can be institutionalized when the roles of school agents are ''inconsistent, contradictory and ambiguous.'' School counselors experience multiple and conflicting roles-they are tasked with college counseling; course planning; scheduling; facilitating communication between students, teachers, and parents; and acting as mental health counselors (McDonough 2005;McKillip et al 2012;Rosenbaum, Miller, and Krei 1996). Providing all these services to all students is virtually impossible, especially when counselors have high caseloads.…”

Section: School Counselors and Trustmentioning

confidence: 98%

See 1 more Smart Citation

Trusting Each Other

Holland

2015

Sociol Educ

View full text Add to dashboard Cite

Many minority, first-generation, and low-income students aspire to college; however, the college application process can present a significant obstacle. These students cannot always rely on their parents for college information and must instead turn to their high schools, where counselors are in a key position. Drawing on a two-year field study at two racially and socioeconomically diverse high schools and interviews with 89 students and 22 school counseling faculty and staff, I examine the role of trust in creating successful student-counselor relationships that can facilitate the transmission of social capital during the college application process. My findings indicate that distrust between counselors and students is due to a lack of shared understanding regarding expectations and roles. My evidence suggests that the diverse nature of the school context created structural constraints that contributed to this distrust. By analyzing the strategies of one counselor who succeeded in connecting with students and working through these structures, I demonstrate ways that trusting relationships can be formed.

show abstract

Section: School Counselors and Trustmentioning

confidence: 98%

“…Research finds that when students and counselors are able to connect, counselors have the potential to become empowering agents (Farmer-Hinton 2008;O'Conner 2000;Stanton-Salazar 2011). Yet, few studies explore the dynamics of the counselor-student relationship (McKillip, Rawls, and Barry 2012).…”

mentioning

confidence: 98%

Trusting Each Other

Holland

2015

Sociol Educ

View full text Add to dashboard Cite

show abstract

“…Therefore, students belonging to groups that are underrepresented in higher education may have differential access to the social capital related to the pursuit of postsecondary education within their social networks. Fortunately, an understanding of social capital theory also contextualizes ways in which school counselors can advocate for underrepresented students and work to close this college access gap (Bryan et al, 2011;Engberg & Gilbert, 2014;McDonough, 2005;McKillip et al, 2012).…”

mentioning

confidence: 99%

Are School Counselors Impacting Underrepresented Students’ Thinking about Postsecondary Education? A Nationally Representative Study

Cholewa

Burkhardt²,

Hull

2015

Professional School Counseling

View full text Add to dashboard Cite

Using the HSLS:09 data set and social capital theory as a framework, the authors examined which student and school characteristics predicted students’ identification of their school counselor as the person who had the most influence in their thinking about postsecondary education (N = 3,239,560). Results indicated that African American, first-generation, and private school students were more likely to name their counselor as having had the greatest influence. The article discusses future research and implications for policy, practice and training.

show abstract

“…Findings from research on school counseling programs indicate that comprehensive school counseling programs consistent with the ASCA National Model (ASCA, 2012) are associated with positive student outcomes, including academic achievement and college and career readiness (Carey & Dimmitt, 2012;Lapan, 2012). The findings also reveal that all students do not have equitable access to this type of program (Lapan, 2012) and that culturally responsive outreach to traditionally underrepresented students and their families is crucial (Gonzalez et al, 2013;Holcomb-McCoy, 2007;McKillip, Rawls, & Barry, 2012). If school counselors use their school counseling website to communicate with diverse groups and share relevant resources, their program has the potential to reach a broader range of students.…”

Section: Website Content For Diverse Stakeholdersmentioning

confidence: 99%

School Counseling Websites: Do They Have Content that Serves Diverse Students?

Kennedy¹,

Baker

2014

Professional School Counseling

View full text Add to dashboard Cite

The 12 diversity dimensions of the ASCA Ethical Standards (ASCA, 2010) provided a framework for examining whether a statewide sample of high school counseling websites (N = 312) had content for diverse students and their families. Many websites offered little content related to those dimensions, and content was especially low for some groups including LGBT students and immigrant students. Findings indicate a need for school counseling websites to have nondiscrimination statements, text/documents, links, and financial aid information for diverse populations.

show abstract

Improving College Access: A Review of Research on the Role of High School Counselors

Cited by 27 publications

References 32 publications

Trusting Each Other

Trusting Each Other

Are School Counselors Impacting Underrepresented Students’ Thinking about Postsecondary Education? A Nationally Representative Study

School Counseling Websites: Do They Have Content that Serves Diverse Students?

Contact Info

Product

Resources

About