Counselors, Information, and High School College-Going Culture: Inequalities in the College Application Process

2016 ◽  
Vol 57 (7) ◽  
pp. 845-868 ◽  
Author(s):  
Karen Jeong Robinson ◽  
Josipa Roksa
Keyword(s):  
High School ◽  
Application Process ◽  
College Application ◽  
College Going ◽  
College Going Culture

School Counselors’ Self-Efficacy in Knowledge of the College Process

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097637
Author(s):  
Matthew L. Nice ◽  
Jered B. Kolbert ◽  
Matthew Joseph ◽  
Laura M. Crothers ◽  
Derron Hilts ◽  
...  
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
Ecological Factors ◽  
Individual Characteristics ◽  
School Level ◽  
Hierarchical Regression ◽  
College Knowledge ◽  
Application Process ◽  
College Application ◽  
College Going

This study examined the self-efficacy of school counselors’ college knowledge in the college process. Exploratory factor analysis revealed five characteristic factors: school counselors’ knowledge related to the college application process, systems advocacy, direct services with disadvantaged populations, direct service with special populations, and coordination of college access events. Hierarchical regression analyses revealed that both school counselors’ individual characteristics (e.g., years of experience, race/ethnicity, time engaged in advising, conducting lessons, and using technology and data) and ecological factors (e.g., school level, rate of college-going culture) were significant predictors of school counselors’ self-efficacy for promoting college knowledge. We discuss implications for equity and school counselors’ training.

scholarly journals Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

2019 ◽  
Vol 18 (2) ◽  
pp. 314-340
Author(s):  
David S Knight ◽  
Julia C Duncheon
Keyword(s):  
High School ◽  
School Climate ◽  
School Safety ◽  
College Enrollment ◽  
Critical Role ◽  
Climate Factors ◽  
Linear Modeling ◽  
College Going ◽  
College Going Culture

As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.

Transitioning Hispanic Seniors from High School to College

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Melisa Marsico ◽  
Yvette Q. Getch
Keyword(s):  
High School ◽  
Hispanic Students ◽  
Application Process ◽  
Fall Semester ◽  
Successful Transition ◽  
College Application ◽  
High School To College ◽  
Transition From High School

Hispanic seniors who were on track to graduate in May 2006 were invited to participate in a program to help them make a successful transition from high school to college. Data indicated that this group might benefit from direct assistance in the college application process. The goal of the intervention was to work with the identified students during the fall semester and to increase the number of Hispanic students who applied to college. The program was evaluated by comparing the number of Hispanic students who applied to college by May 1, 2005, to those Hispanic seniors who applied to college by May 1, 2006. There was a 5% increase in the number of Hispanic seniors who applied to college by May 1, 2006, compared to May 1, 2005. Additionally, there was a 16% increase in Hispanic students who applied to a college by January 2006 compared to the previous year.

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