School Counseling Websites: Do They Have Content that Serves Diverse Students?

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Stephen D. Kennedy ◽  
Stanley B. Baker
Keyword(s):  
High School ◽  
Financial Aid ◽  
School Counseling ◽  
Immigrant Students ◽  
Ethical Standards ◽  
Diverse Students ◽  
Diverse Populations ◽  
Text Documents ◽  
Lgbt Students ◽  
High School Counseling

The 12 diversity dimensions of the ASCA Ethical Standards (ASCA, 2010) provided a framework for examining whether a statewide sample of high school counseling websites (N = 312) had content for diverse students and their families. Many websites offered little content related to those dimensions, and content was especially low for some groups including LGBT students and immigrant students. Findings indicate a need for school counseling websites to have nondiscrimination statements, text/documents, links, and financial aid information for diverse populations.

Introduction to high-school counseling.

1941 ◽  
Vol 32 (6) ◽  
pp. 474-475
Author(s):  
Carleton F. Scofield
Keyword(s):  
High School ◽  
School Counseling ◽  
High School Counseling

scholarly journals AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Lynn J. Wang
Keyword(s):  
High School ◽  
Financial Aid ◽  
Postsecondary Education ◽  
Student Services ◽  
Immigrant Students ◽  
High School Graduates ◽  
Undocumented Students ◽  
Full Time ◽  
Front Line ◽  
Knowledge Resources

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

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