Download or read book Underrepresented and Underserved College Undermatch and School Counseling written by Abigail Kiyoko Bates and published by . This book was released on 2017 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: The pathways to higher education have broadened to increase students who partake in postsecondary education, yet continuing social inequities persevere related to where students access these higher education opportunities. Persistent racial minority underrepresentation at selective institutions may be due to academic undermatch in the college choice process whereby students apply, are admitted, or attend institutions below their level of academic qualifications. Furthermore, it is unclear the extent to which access to school counseling programs influence undermatch. The purpose of the study was to examine the pervasiveness of academic undermatch, and the relationship between high school counseling programs and students' college choice. Guided by Bourdieu's Social Reproduction Theory and Giddens' Theory of Structuration, I used logistic regression and HGLM analyses for a nationally representative sample of 12,940 students at 940 high schools. The unique longitudinal dataset drew from the High School Longitudinal Survey of 2009 (HSLS:09), Barron's Admissions Competitive Index, and IPEDS. Findings point to the pervasiveness of academic undermatch at the application, admission, and attendance stages in the college choice process. White students undermatch at higher rates than any of the other racial groups and Asian students undermatch the least. However, undermatch rates at community colleges reveal that not only do Hispanic students undermatch at the highest rates by institutional level, but their rates are more than one-and-a-half times higher than White students by institutional level. Thus, undermatch is a complex phenomenon, with important nuances across and within racial groups. Characteristics of school counseling programs predict undermatch, for example, the more hours counselors devote to college counseling preparation activities, the less likely their graduates are to undermatch at any stage in the college choice process. The findings suggest the need to implement high school strategies and counselor training to provide students with quality college counseling support. At the college level, higher education practitioners are encouraged to reflect on admissions practices regarding college outreach to recruit from more diverse high schools than the typical feeder networks. Implications for policy speak to expanding enrollment and revisiting goals to include access to resourced institutions. For P-20 education, it is important to provide opportunities for students to attend the best matched institutions that will lead to their educational success.
Download or read book Improving Postsecondary Choice and Pathways written by Katherine C. Aquino and published by Routledge. This book was released on 2020-04-07 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Postsecondary Choice and Pathways explores the influences and experiences throughout a student’s transition from secondary to postsecondary education, with an emphasis on the fit between academic readiness and institutional selectivity. Designed to consider the variegated experiences and factors contributing to student-college match, chapters in this volume explore the challenges associated with the college search, choice, and application processes and how they affect specific student groups. Additionally, this text investigates the stakeholders and programs designed to assist students in finding suitable postsecondary institutions. This book holistically explores the varied aspects within student-college match while also providing a glimpse into innovative approaches for improving outcomes via an expanded consideration of college choice and student-college match determinations.
Download or read book From Access to Intervention written by Rhoan D. Garnett and published by . This book was released on 2018 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation includes three stand-alone papers. Its broad purpose is to investigate how youth relational developmental support systems provide students from historically underrepresented backgrounds with the type of college-promoting social and cultural capital they need to limit their chances of undermatch, mismatch, and reverse transfer. The dissertation also examines the resulting college-participation experiences of students from historically underrepresented backgrounds, as it is important to understand the consequences of match or undermatch, as well as to grasp the choice processes leading up to the matching of students with postsecondary opportunities. Conceptually, the three papers taken together further our understanding of the phenomena of undermatch, mismatch, and reverse transfer in relation to cultural and social capital development for first-generation college students from historically underrepresented groups. They contribute to the existing college choice and undermatch literature, as well as the persistence/transfer and mismatch literature. The qualitative design of each study helps to reveal how dyadic relationships (e.g., student-counselor, student-peer, student-professor) are embedded within a broader context of relationships, supports, opportunities, and barriers—that is, a web of support within a school, organization, or institution that provides a student with the social and cultural capital needed to get ahead toward the American dream. The first study explores explores the phenomenon of undermatch in the high school web of support, examining college-ready, low-income students who often apply to and enroll in less competitive higher education institutions than their academic qualifications might permit. This shows that information about a wide range of possible four-year colleges and universities is not always available to underrepresented students or their high school advisors, resulting in undermatch. The second study examines organizations designed to fill that gap. It explores the role of college-promoting community-based organizations (CBO), focusing in on one organization and two student participants. This study shows the ways the CBO can support high school students in the college choice process and limit the chance of undermatch. The third study, however, raises questions about what “college match” might mean. It follows the trajectories of two students from the first two studies after they leave high school for college. It seeks to understand how low-income, first-generation college students experience unwelcoming campus climates and the reverse transfer process. Finally, the dissertation’s conclusion discusses the implications for high schools, CBOs, and higher educational institutions concerning match and undermatch from the three papers.
Download or read book Step by Step written by National Association for College Admission Counseilng and published by . This book was released on 2016-10-24 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The 352-page manual, presented in three sections--for middle school students (grades 7-8), early high school students (grades 9 through first semester 11) and late high school students (grades 11-12)--offers training for counselors and others who work with underrepresented and underserved students, provides comprehensive tools for meeting the needs of first-generation students and their families.
Download or read book Pathways to Academic Success in Higher Education written by Edward P. St. John and published by Routledge. This book was released on 2010-07-02 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pathways to Academic Success in Higher Education examines two major challenges facing the nation: preparing high school students for college and creating new pathways to academic success for underrepresented students in higher education.
Download or read book School Counseling for Black Male Student Success in 21st Century Urban Schools written by Malik S. Henfield and published by IAP. This book was released on 2015-11-01 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.
Download or read book College for Students with Learning Disabilities written by Mati Sicherer and published by Routledge. This book was released on 2019-08-29 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: College for Students with Learning Disabilities is the high school counselor’s best resource for preparing college-bound students with learning disabilities and related disorders. Through a comprehensive lens, the book provides an overview of learning disabilities and related issues as they apply to the role of the high school counselor. The 6- to 8-week program outlined in the book provides a step-by-step guide for high school counselors to create and implement the program in their own schools. Each area of the program is explored in detail, covering topics such as college readiness, study skills, self-advocacy, and picking the right school. Drawing on the lived experience of students with learning disabilities, current research, case studies and more, College for Students with Learning Disabilities advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way.
Download or read book Surrounded by Privilege written by Jami B. Silver and published by . This book was released on 2012 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis explored the college process for students from historically underrepresented backgrounds at independent secondary boarding schools. Specifically, it focused on gaining a deeper understanding of the factors that contribute to the decision making process of college selection for students from backgrounds that are traditionally underrepresented at these schools. The students' backgrounds included first generation college bound students, low-income students, and students from African-American, Caribbean, or Latino heritage. It also explored the relationships of these students and the adults present and responsible for counseling them in their quest to higher education -- college guidance counselors at independent schools, community organization and sending organizations in their home community, as well as family and friends. This was accomplished through a review of the literature on the topics regarding the college search process for students from lower socioeconomic status (SES) as well as the counselor and student relationship for high school students in general. Much of the research written about students from low SES and in particular their college process takes a look at the student in the context in their high school. In many cases, these students are attending schools in lower SES communities that the majority of the population is also considered in the low SES. This posed issues in the research of the thesis, particularly since the research and discussion is based on interviews done with students from these backgrounds who attend an independent boarding school. Students were asked to answer questions about their overall experience in the college decision making process, their relationship with family members, their relationship with community organizations (CBOs) -- which often were directly responsible for placing these students at the independent school, and their relationship with college counselors and other faculty at the independent school. These questions and areas were created based on the research done regarding the path to college for students from these underrepresented populations. Finally, recommendations for working with students from these backgrounds and suggestions on best practices in counseling are offered.
Download or read book Counseling in School and College written by College Entrance Examination Board and published by . This book was released on 1961 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Counseling to Close the Achievement Gap written by Cheryl Holcomb-McCoy and published by Corwin. This book was released on 2007-06-22 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Be a major player in improving student development and performance! Rooted in the principles of social justice, this much-needed resource offers school counselors a road map for promoting equity and increasing student achievement. The author shows counselors how they can improve both the delivery and impact of their counseling, consulting, and coordination services by incorporating data and advocacy into their everyday work. To assist them in challenging bias and creating conditions that promote success for all students, this book offers readers: Counseling snapshots of challenging situations Small-group activities for students Suggested readings for extending learning Individual and group reflective questions to deepen understanding
Download or read book Urban High School Counselors Experiences with Students Access to and Success in College written by Kristie Lynn Cooper and published by . This book was released on 2008 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education is not equally accessible for low-income students, first-generation students, and students of color, nor are these students equally prepared for post-secondary success. Although much has been gained from substantial research identifying factors that predict college access and retention for underrepresented students, the role of the high school counselor, which has been identified as critical for college planning among urban students, has been conspicuously absent. Based on the role of school counselors in providing influence on underrepresented students' postsecondary planning, this study examined the experiences of urban high school counselors. Two rounds of semi-structured interviews were conducted to gather qualitative data on counselors' perceptions of their ability to influence college access and retention of their students. Participants consisted of eleven urban high school counselors who have had experience college planning with low-income, first-generation, and students of color. The interviews were transcribed, coded, and analyzed using HyperResearch software. The results of this study were examined within the context of social capital theory and its role in understanding how the transmission of capital is critical for educational attainment. Five major themes surfaced in relation to counselors' experiences: counselor under-preparedness, urban school settings, complex college planning process, accountability, and vocational commitment. The findings reveal that urban high school counselors believe they have the ability to influence college access and retention among their students; however, informal and formal policies and a lack of preparation for their work constrain their ability to exert this influence. Despite these challenges, urban counselors remain committed to their work and thus continue to transmit social capital through their relationships with students. These findings suggest that policy efforts should be geared towards increasing urban high school counselors' capacity to build quality relationships with their students in effort to improve their ability to promote the educational attainment of their students.
Download or read book Expanding Underrepresented Minority Participation written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-29 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.
Download or read book Beyond College Access written by Sherell D. Wilson and published by Palmetto Publishing. This book was released on 2021-10 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This novel resource was written for educators and educational leaders, empowering them to meet the needs of traditionally underserved students, from acceptance to commencement and beyond. If you are committed to helping all students succeed in college, this book is for you. Using a three-pillar system informed by insights and research, Dr. Sherell Wilson's high-quality, solutions-focused, professional learning guide and workbook for schools, colleges, universities, and education nonprofits provides a research-informed model to improve outcomes and success for underserved college students. Only about 60 percent of students who enroll in college earn a degree within eight years, and that rate is significantly lower for racial and ethnic minority students and low-income students. Without the same equitable resources as their academic peers, these students often find it easier to simply transfer or drop out. The solution is not more outreach or support programs. Instead, the college experience itself must be fundamentally reevaluated for an increasingly diverse student population, and reshaped to address the deeper roots of the continuing lack of success. Understanding a student's motivation to continue college enrollment requires learning the key influences on their educational decision-making. Educational leaders need a reliable method that better identifies, measures, and structures student achievement for diverse learner populations in a practical way. Dr. Wilson addresses the many challenges by using a multifaceted and comprehensive approach. As part of a solid strategy to inspire, inform, and empower educational leaders, the book addresses three main concepts called pillars: enabling successful student transitions, promoting student growth and development, and enhancing student motivation to persist. Each pillar is divided into two parts: to examine and understand (guide) and to explore and develop (workbook). It is an eminently practical and engaging book that includes a wealth of resources and activities, enhanced by students telling of their own experiences. Online bonus resources include a members-only community and more.
Download or read book Issues in Latino Education written by Mariella Espinoza-Herold and published by Taylor & Francis. This book was released on 2017-04-21 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This critical case study exposes the educational realities of Latinos in K-12 public schools in the Western United States from the students’ own perspectives. Issues that are often over simplified and commonly misunderstood are brought to life. Their accounts are then compared with the viewpoints of a range of K-12 teachers on matters of community, learning, race, culture, and school politics.
Download or read book Crossing the Finish Line written by William G. Bowen and published by Princeton University Press. This book was released on 2009-09-08 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.
Download or read book After Admission written by James E. Rosenbaum and published by Russell Sage Foundation. This book was released on 2007-01-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrollment at America's community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges' mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education. After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges. As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.
Download or read book The Future of Affirmative Action written by Richard D. Kahlenberg and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the United States experiences dramatic demographic change--and as our society's income inequality continues to rise--promoting racial, ethnic, and economic inclusion at selective colleges has become more important than ever. At the same time, however, many Americans--including several members of the U.S. Supreme Court--are uneasy with explicitly using race as a factor in college admissions. The Court's decision in Fisher v. University of Texas emphasized that universities can use race in admissions only when "necessary," and that universities bear "the ultimate burden of demonstrating, before turning to racial classifications, that available, workable race-neutral alternatives do not suffice." With race-based admission programs increasingly curtailed, The Future of Affirmative Action explores race-neutral approaches as a method of promoting college diversity after Fisher decision. The volume suggests that Fisher might on the one hand be a further challenge to the use of racial criteria in admissions, but on the other presents a new opportunity to tackle, at long last, the burgeoning economic divisions in our system of higher education, and in society as a whole. Contributions from: Danielle Allen (Princeton); John Brittain (University of the District of Columbia) and Benjamin Landy (MSNBC.com); Nancy Cantor and Peter Englot (Rutgers-Newark); Anthony P. Carnevale, Stephen J. Rose, and Jeff Strohl (Georgetown University); Dalton Conley (New York University); Arthur L. Coleman and Teresa E. Taylor (EducationCounsel LLC); Matthew N. Gaertner (Pearson); Sara Goldrick-Rab (University of Wisconsin-Madison); Scott Greytak (Campinha Bacote LLC); Catharine Hill (Vassar); Richard D. Kahlenberg (The Century Foundation); Richard L. McCormick (Rutgers); Nancy G. McDuff (University of Georgia); Halley Potter (The Century Foundation); Alexandria Walton Radford (RTI International) and Jessica Howell (College Board); Richard Sander (UCLA School of Law); and Marta Tienda (Princeton).
