The Role of College Counseling in Shaping College Opportunity: Variations across High Schools

Perna, Laura W.; Rowan-Kenyon, Heather T.; Thomas, Scott L.; Bell, Angela; Anderson, Ron; Li, Chunyan

doi:10.1353/rhe.2007.0073

Cited by 142 publications

(160 citation statements)

References 23 publications

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“…That is, Latino students who enroll in four-year institutions are more concerned about their ability to finance their college educations. These findings underscore the importance of offering information about finance to families early in the college planning process and of providing adequate aid to Latino students (Dowd, 2008;Gandara & Contreras, 2009;Perna, Rowan-Kenyon, Thomas, Bell, Anderson, & Li, 2008;). Yet with the exception of Indiana's Twenty-first Century Scholars Program and the Gates Millennium Scholarship programs, few college outreach programs incorporate financial support to students during college St.…”

Section: Discussionmentioning

confidence: 93%

Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Núñez¹,

Kim²

2012

rhe

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Latinos’ college enrollment rates, particularly in four-year institutions, have not kept pace with their population growth in the United States. Using three-level hierarchical generalized linear modeling, this study analyzes data from the Educational Longitudinal Study (ELS) to examine the influence of high school and state contexts, in addition to student characteristics, on Latino students’ enrollment in four-year institutions. Results suggest that academic preparation, navigation of financial aid, levels of school resources, and teacher quality are among the important areas to target to promote Latino four-year college enrollment.

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Section: Discussionmentioning

confidence: 93%

Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Núñez¹,

Kim²

2012

rhe

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“…Thus, curricular efforts are needed that expand school counseling programs to include a focus on the college choice process alongside policy efforts that support increased funding for college-specific counselors. Such efforts are best achieved when supported by district and state policies that show strong support for college enrollment (Perna et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Pervasive Inequality in the Stratification of Four-Year College Destinations

Engberg

2012

Equity & Excellence in Education

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Rooted in sociological models of educational transitions and tracking, this study examines patterns of stratification in the educational trajectories of low-and high-socioeconomic students.Utilizing longitudinal data from the Educational Longitudinal Study of 2002, this study describes qualitative differences in students' choice sets based on a number of metrics obtained from the Integrated Postsecondary Data System (IPEDS). Additionally, multinomial logistic regression models are used to demonstrate the relative probabilities of attending a low, moderate, or highselectivity undergraduate institution between students of low and high-socioeconomic statuses.Overall, the results demonstrate the pervasiveness of inequality in the college choice decisions of low-and high-SES students and the continued stratification of opportunity for students based on their family background. The study concludes with implications for policymakers and practitioners working within secondary and postsecondary educational sectors.Educational access, particularly as it relates to postsecondary education, remains a critical social justice concern of the 21 st century. While numerous technical reports point to the opening of opportunity for all groups (NCES, 2007) and the concomitant attenuation of educational inequality (Arum, Gamoran, & Shavit, 2007), few studies have examined how more qualitative forms of stratification (e.g., selectivity of institutions) pervade the college choice process, especially among those students who go on to four-year institutions. Rather, most studies have 2 highlighted how social origins and access to capital manifest in the unequal distribution of lowincome and underrepresented racial/ethnic minority students within different hierarchical tracks (i.e., two-year versus four-year; Arum et al., 2007;Engberg & Allen, 2011;Perna & Titus, 2005).The expansion of higher education, however, has led to a graduation erosion of the value of a college degree (i.e., a baccalaureate degree no longer ensures a good job for all; Arum et al.,2007), placing an overall higher premium on qualitative differences in degree attainment.Research has demonstrated the benefits of attending a more prestigious college or university, particularly as it relates to labor market outcomes (Brewer, Eide, & Ehrenberg, 1999;Thomas, 2000) and social mobility (Breen & Jonsson, 2000). Other researchers have argued that the general expansion of higher education has led to a more differentiated and stratified system that continues to protect those institutions that enroll students of higher socioeconomic means (Thomas & Perna, 2004).The mechanisms that drive stratification in higher education have been explored through a number of different paradigms and institutional perspectives. Economic theories point to differences in access to information when determining the benefits and costs of attending college, whereas sociological theories highlight status attainment and access to social networks (Perna, 2006). These theoretical paradigms, howev...

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“…Mid-resource schools also had higher college-going rates, higher levels of SAT participation and average SAT scores, and higher pass rates for state high school exams, but did not perform at the level of the high-resource schools on any of these indicators. For a more detailed description of the states and study schools, please see Perna, Rowan-Kenyon, Thomas, Bell, Anderson, & Li (2008). Reflecting Yin's (2003a) emphasis on the role of theory in guiding case study research, we developed data collection protocols based on the conceptual framework and a review of what is known from the literature about the predictors of college enrollment.…”

Section: Methodsmentioning

confidence: 99%

“…State and federal policies may directly impact access to information through programs aimed at reducing college knowledge barriers. Policies also indirectly impact student information acquisition, for example, diverting school efforts from college orientation to standardized testing (Perna, Rowan-Kenyon, Thomas, Bell, Anderson, & Li 2008).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

College Knowledge of 9th and 11th Grade Students: Variation by School and State Context

Bell

Rowan-Kenyon

Perna

2009

The Journal of Higher Education

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The Role of College Counseling in Shaping College Opportunity: Variations across High Schools

Cited by 142 publications

References 23 publications

Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Pervasive Inequality in the Stratification of Four-Year College Destinations

College Knowledge of 9th and 11th Grade Students: Variation by School and State Context

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