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

Abstract

This study tested the conceptual framework of school counseling college‐going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors’ college decisions (i.e., student–counselor contact for college admissions counseling in 12th grade, student–counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors’ expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students’ college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

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

“…More specifically, research indicates that students’ participation in college admissions and financial aid counseling in 12th grade are important steps on the pathway to college and precursors to whether students apply to and enroll in college (Fitzpatrick, 2019; Robinson & Roksa, 2016). Through college admissions and financial aid counseling, school counselors provide students with critical college-related information, such as knowledge about and assistance with the college application and enrollment process and financial aid assistance and advice (Bryan, Kim et al, 2022). Students of color and those from low-income backgrounds especially appear to benefit from college admissions and financial aid counseling (Bryan et al, 2011).…”

“…Navigating concerns over the cost of college, completing financial aid forms, completing college application forms, and accepting a college offer can prove to be intimidating for students without access to college information in their homes and schools and who face barriers to college application and enrollment, which is more likely for students from diverse racial/ethnic backgrounds (Cabrera & La Nasa, 2001). When students receive college information and counseling from school counselors, their college application numbers and college enrollment rates increase (Belasco, 2013; Bryan, Kim et al, 2022; Bryan et al, 2011; Robinson & Roksa, 2016).…”

“…This study is based on the recognition that, beyond student variables, multiple contexts and ecological systems affect students’ college-going outcomes and these systems and power structures affect students differentially (Bryan, Henry et al, 2022; Bryan, Kim et al, 2022; Zyromski & Dimmitt, 2022). Indeed, research on college-going culture in schools has highlighted the importance of whole-school comprehensive efforts in enhancing college going and has emphasized the centrality of school counseling programs in this school-wide college-going culture (Engberg & Gilbert, 2014; McDonough, 2005).…”

A Blueprint for Collaborative Action to Build a Trauma-Informed School: A Case Study

“…Bryan et al (2022) described how school counselors in several sites collaborated with multiple stakeholders to craft a school-wide culture to influence college-going decisions. Steps to facilitate this goal included: creating a conceptualizing framework to define the model, building a strategic plan to facilitate expectations and prioritize goals, involving families/parents/caregivers and faculty in implementation, and analyzing data pertaining to multiple goals in preparation for continued systemic change.…”

“…Thus, social capital networks are necessary for P-12 schools to increase their organizational capacity to become full-service schools that provide an array of services and supports for their local neighborhood and broader community (Boyland et al, 2019). Bryan et al (2022) described how school counselors in several sites collaborated with multiple stakeholders to craft a school-wide culture to influence college-going decisions.…”