College Access and the K-16 Pipeline: Connecting Policy and Practice for Latino Student Success

The persistent underrepresentation of low-income, first-generation, and underrepresented minority students among those who complete an undergraduate degree in science, technology, engineering, and mathematics remains an issue of concern in higher education. Scholars and practitioners have increasingly realized that more comprehensive supports are required, as opposed to the single-strategy interventions that have been popular for several decades. Such supports, also known as integrated or comprehensive programs, combine and align several interventions that are both curricular and cocurricular and require the work of both faculty members and student affairs staff to design and implement. Collaboration among these groups is crucial to the success of these programs. However, the actual role that collaboration plays in these new student success efforts is undertheorized and has not been examined empirically. In this article, we describe the role of collaboration in improving program design for comprehensive, integrated programs, and for overcoming policy and practice implementation challenges.

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College Access, Student Success, and the New Character Education

Journal of College and Character ◽

10.1515/jcc-2013-0044 ◽

2013 ◽

Vol 14 (4) ◽

Author(s):

Madora Soutter ◽

Scott Seider

Keyword(s):

Student Success ◽

Character Education ◽

College Access

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Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽

10.1177/1468796817752559 ◽

2018 ◽

Vol 18 (2) ◽

pp. 277-294

Author(s):

Cynthia L Bejarano ◽

Jeffrey P Shepherd

Keyword(s):

Secondary Education ◽

Student Success ◽

Paradigm Shift ◽

Latino Students ◽

Space And Place ◽

Post Secondary Education ◽

Post Secondary ◽

Alternative Approach ◽

Latino Student Success ◽

The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

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Improving College Access: A Review of Research on the Role of High School Counselors

Professional School Counseling ◽

10.1177/2156759x1201600106 ◽

2012 ◽

Vol 16 (1) ◽

pp. 2156759X1201600 ◽

Cited By ~ 11

Author(s):

Mary E. M. McKillip ◽

Anita Rawls ◽

Carol Barry

Keyword(s):

High School ◽

Student Success ◽

School Counselors ◽

College Access ◽

School Counselor ◽

High School Counselors ◽

Post Secondary ◽

High School Counselor ◽

Secondary Outcomes

High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to understand how various contexts (social, school, family, student) shape high school counselor interactions with students as they work to improve post-secondary outcomes of college access and enrollment.

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'Don’t Worry, I Got You. You Can Do This': A Student-Centered Approach to Reimagining College Access

#CritEdPol Journal of Critical Education Policy Studies at Swarthmore College ◽

10.24968/2473-912x.3.1.3 ◽

2021 ◽

pp. 26-46

Author(s):

Tara Bahl

Keyword(s):

Young People ◽

College Access ◽

School Change ◽

Policy And Practice ◽

Student Centered ◽

College Planning ◽

College Counselors ◽

Marginalized Communities ◽

Support Students ◽

Unique Program

As high school college counselor caseloads increase, they have less time for consistent one-on-one counseling to support students with college planning. Thus, for many students – particularly those in large or under-resourced schools – the process is depersonalized, focused on simply distributing information. Drawing on narrative and ethnographic research, this paper explores a unique program that positions young people as paid college access professionals in their schools. Findings show that these students – Youth College Counselors (YCC) – make college planning a more student-centered, meaningful experience. Strategies YCCs engage with to support peers are examined to shine a light on how YCCs use their unique position inside schools to rethink college planning. YCCs resist a dominant narrative of young people, particularly those who live in marginalized communities, as objects onto which policy happens, and instead serve as school change actors. Findings suggest that high schools must create space in policy and practice to thoughtfully position students as agents of school change.

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Structuring Failure and Success: Understanding the Variability in Latino School Engagement

Harvard Educational Review ◽

10.17763/haer.71.3.280w814v1603473k ◽

2001 ◽

Vol 71 (3) ◽

pp. 475-505 ◽

Cited By ~ 174

Author(s):

Gilberto Conchas

Keyword(s):

Low Income ◽

School Engagement ◽

Latino Students ◽

Minority Groups ◽

School Context ◽

Latino Student ◽

School Programs ◽

Limited Opportunity ◽

Latino Student Success ◽

Cultural Ecological

Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological explanations and institutional explanations. The findings from this study extend our understanding of the fluidity and nuance of within-group variations in Latino student success in an urban school context. (pp. 475–504)

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