The importance of a postsecondary education has been well documented, both in terms of life-long earning potential and career opportunities. As our global society increasingly moves towards information and technological based economies, those without a post-secondary education will become further marginalized. Many students and their families understand the importance of going to college, but lack insight into the options for postsecondary study
(Hooker & Brand, 2010). For students from historically and substantively under-represented groups, particularly first-generation and low-income students, the aspiration for a college education is often met with information barriers that make navigating the college application process daunting. For
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This study examines the role of the high school counselor in mitigating these existing barriers through positive interactions and coordinated efforts (Zhang & Smith, 2011). In her text, Trust Matters…, Tschannen-Moran (2014) discusses the five facets of trust; benevolence, honesty, openness, reliability and competence required to establish effective school leadership. These same five facets of trust are the crucial underpinning to establishing caring and effective student-counselor relationships. “Trust functions as both a bridge and a barrier to social capital” (Holland, 2015, p.245). An effective trusting student-counselor relationship enhances the bridge effect and minimizes the barrier effect, enabling access to information and enhance social capital that can facilitate college attendance. It provides the intentionality or personal regard for extending oneself for others beyond what is formally required (Holland, …show more content…
For populations that are not as fluent in the college application process, the role of the counselor is crucial. “To the extent that families and familial extensions are unfamiliar with the college and the returns thereto, they may be less likely to support such “risky” endeavors” (Muhammad, 2008, p. 85). This finding is not unique to just African-American students.
Opportunity for Learning (OTL) was initially conceived by the International Association for the Evaluation of Educational Achievement (IEA) as a measurement tool to determine if learning was the result of ability or learning differences (Schwartz, 1995). As it applies to the role of the high school counselor, OTL may be used to provide linkage between the school context (school tracking policies or teacher quality) and learning outcomes in terms of educational inequality.
OTL is helpful in recognizing the importance of context, to better understand the manner in which college preparation occurs for all students, across all achievement levels (Walsh, Yamamura, Griffin, & Allen, 2009). Both frameworks examine the question surrounding the depth of college preparation and college knowledge as it relates to high school
In society today, a college education is often seen as a “the next step” in a young adult’s life. Whether they actually know what they would like to earn a degree in, they feel the need to continue their education as almost everyone around them is pursuing post-secondary education of some sort. It is often argued that a college education is not necessary to get ahead because of the manufacture based workforce that is up and coming in America, however, there are many benefits to having a post-secondary education such as a higher rate of pay and more job opportunities.
In “Public Community Colleges: Creating Access and Opportunities for First-Generation College Students,” Everett argues that community colleges have been increasing to higher educations by enrolling members of low-income, first-generation, and many more. Everett also argues that college is limited because of costs, discrimination, and precollege preparation. Julia Everett also states some challenges faced after admission such as, students who have their mind set to transfer to a 4-year university only 46% actually complete that goal and rates are lower for those with a low-income. Helping first-generations students is beneficial to the economic.
According to the American School Counseling Association (ASCA), the “purpose of the school counseling program is to impart specific skills and learning opportunities in a proactive, preventive manner, ensuring all students can achieve school success through academic, career, and personal/social development experiences” (Oberman & Studer, 2011, p. 1). The ASCA National Model is used by school counselors to show devotion to student success (ASCA, n.d.-c, p. 1). The four components of the ASCA National Model are foundation, delivery, management, and accountability (ASCA, n.d.-c, p. 1).
School counselors should be able to distinguish the differences between individual and group dissimilarities and strive to value all students and groups equally. They should advocate for the equitable treatment of all students in their school and in their community. If a school counselor wants to be successful in ensuring an equity-based program, they should consider the role of culture, ethnicity, race, gender, religion, socioeconomic status, sexual orientation, and other factors (Curry & Milson, 2013). Any student regardless of background can face developmental and emotional issues that can be detrimental to their success. Some students slip through the cracks because they feel that there are no adults available whom they can trust. They
Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need
The National Association for College Admissions Counseling (NACAC) identifies that school counselors play a crucial role in creating a college-going culture. However, with a national student-to-counselor ratio of 471:1 in public
Caucasian students as well as those that come from upper-class families, tend to be overrepresented (Kim, Y. K., & Sax, L. J. (2009), whereas people of color, in this case, immigrants, compose 5% of the immigrants that obtain a college degree (Williams, S. , & Ferrari, J. (2015). Those from the upper-class families seek the assistance of faculty and professors,
In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.
From this twenty year counseling veteran I learned about a functioning guidance program, the role of the counselor, the amount of time she spends in various components of the program, how to foster a positive relationship with the teachers and faculty, ways to continue to develop professionally, and insight for a future career in school counseling. As I drove away from the school, I felt a mix of emotions such as, intimidation, excitement, and hopefulness to name a few. When I began to try to take in just how much is required and how many people rely on a school counselor it was intimidating. In my mind I began to wonder if it is possible for one person to be that much to that many people and still keep some kind of balance. As soon as the thought passed through my mind, I immediately heard the words of wisdom that had been shared with me, "don 't beat yourself up for not being able to be everything to everybody." I also reflected on how upbeat the counselor sounded when she talked about her role in helping students become "the best people
Introduction Making the choice to go to college is usually already a challenge in itself for all students. But for most minority students, specifically African American students, the challenges somewhat can go beyond measure especially for those who come from a low income background, who may be considered
My pursuit of becoming a School Counselor led me to apply to the School Counseling Master’s Program at University of Maryland, College Park. I am a former student at University of Maryland with a bachelor’s degree in Elementary Education. After graduating and teaching for two years in Prince George’s County Public Schools, I discovered my true passion lies not only in the classroom and students’ academics, but playing a pivotal role in the growth of their career, social, and personal development. Although I am no longer teaching full-time at the moment, my interaction with students from diverse backgrounds left an indelible responsibility to continue making a difference in our students. The objectives and mission of the School Counseling Master’s Program at University of Maryland can best help my goal of becoming an effective counselor and leader who is an agent of change to students and service the mental and emotional well-being of the younger generation.
The Hispanic/Latino community has been known to be underrepresented on college campuses, both at the community college and four-year university level. Factors such as low-income households, poor or harsh living conditions, under-educated parents, cultural and family commitments, and unfamiliarity with the college process, all serve as unfortunate barriers that keep Hispanic/Latino students from reaching the goal of attaining college degrees. Although these barriers keep many students from succeeding, many others overcome these obstacles and continue on their paths to creating a better future for themselves. They choose to look past the expectations that society has for them and break out of the stereotypical mold. However, Hispanic/Latino students face, yet, another challenge upon successfully making it on to a college campus... the challenge of graduating.
My high school only had fourteen counselors to help the 4,263 students in attendance, this counselor-to-student ration meant that not much time could be devoted to each student to help them navigate the complex college application system (Common Core Data 2010). During my time, I never actually spoke to any of the counselors about college plans and I was not even aware that they could help in that area. The only time I met with a counselor was to choose classes for the next year and those meetings never exceeded ten minutes. Also, coming from a family that had not attended college, I was still without the knowledge of how to gain access into the realm of higher education. In the following sections I detail how the cultural capital borrowed or learned from special programs or individuals ultimately impact a student’s upward mobility
As a current Retention Specialist, for the College of Engineering and Computer Science (ECS), I have mastered group counseling. For instance, I have conducted over 100 academic advisement workshops. Aside from holding group counseling, I have prevented ECS Hispanic and Black American students from dropping out of California State University, Fullerton. Nonetheless, I am the face of a first-generation scholar who can relate to some challenges first-generation college students’ experience. These challenges may entail, working while pursuing an advanced degree, culture shock with the university environment, and overcoming learning disabilities. Remarkably, I have surmounted obstacles such as having a slight Reading Disability and successfully completing remediation courses during my freshman year in college.
Serving students with different backgrounds, personalities, or beliefs may not be the easiest thing to do, as their thought process may differ. Therefore, it is essential for school counselors to find healthy ways to build on a school counselor-student relationship. There are several characteristics or behaviors that I feel school counselors should have, that helps them maintain a relationship with their students. Students can be more willing to open-up their thoughts or accept suggestions when the school counselor is a good listener. A lot of the times, we can think that we have to do all the talking, but is necessary to step back and listen at the students first. Also, school counselors must be friendly and easy to approach. Students can feel more comfortable with individuals they like and accept. In addition, it is essential for all school counselors to appreciate diversity. It is important for school counselors to