Predictive Factors in Postsecondary Educational Attainment among Latinos

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Daniel T. Sciarra ◽  
Melissa L. Whitson
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
School Counselors ◽  
Latino Students ◽  
Multinomial Logistic Regression ◽  
Baccalaureate Degree ◽  
Parent Support ◽  
Latino Men ◽  
Men And Women ◽  
Year 2000

The study in this article investigated factors that distinguish the increasing number of Latino students who continue their education beyond high school from the small and stable number who complete a baccalaureate degree. The sample included a cohort of 866 Latino men and women who participated in the National Educational Longitudinal Study (1988–2000) and had varying amounts of postsecondary education by the year 2000. The study employed educational, psychological, and familial predictor variables from 1990 when participants were sophomores in high school. Data were analyzed using a multinomial logistic regression and results indicated that several factors were significant in distinguishing those with some postsecondary education, no degree, from bachelor's completers. Parent support and locus of control were the two most significant predictors. Implications for school counselors are discussed.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

Predictive Factors in Intensive Math Course-Taking in High School

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Daniel T. Sciarra
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Logistic Regression ◽  
High School Students ◽  
School Counselors ◽  
Multinomial Logistic Regression ◽  
Student Expectations ◽  
School Students ◽  
Algebra 2 ◽  
Parent Aspirations

This article presents a study that investigated factors that distinguish high school students who completed at least one course beyond Algebra 2 from those who completed a course in Algebra 2 or less. The sample included a cohort of 11,909 high school seniors who participated in the Educational Longitudinal Study 2002–2004. Data were analyzed using a multinomial logistic regression and results indicated that student expectations, parent aspirations, race, and socioeconomic status were among the most significant predictors. Implications for school counselors are discussed.

Factors Influencing the Educational and Vocational Transitions of Black and Latino High School Students

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Madonna G. Constantine ◽  
Mai M. Kindaichi ◽  
Marie L. Miville
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
School Counselors ◽  
Latino Students ◽  
Cultural Factors ◽  
School Students ◽  
Factors Influencing ◽  
Black And Latino

This article discusses individual, structural, and cultural factors that shape the educational and vocational transitions of graduating high school Black and Latino students. Implications of such factors for school counselors who wish to facilitate these adolescents' career development also are presented.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

High School Students Understanding of the Risks of Online Game Addiction

10.32698/0772 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Eryzal Novrialdy ◽  
Herman Nirwana ◽  
Riska Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Sampling Technique ◽  
Online Games ◽  
Average Score ◽  
Online Game ◽  
School Students ◽  
Game Addiction ◽  
Use Of Technology

Adolescents are currently in the midst of technological sophistication, which is very helpful for its development. On the other hand, many adolescents are trapped in the problem of technology addiction. Adolescents are the most age group who experience problems with the use of technology, including online games. Online game addiction is the loss of control over the use of online games, which makes other daily activities are disrupted. Online game addiction in adolescents have an impact on several aspects of life, such as health aspects, psychological aspects, academic aspects, social aspects, and financial aspects. Lack of understanding about the risks of online game addiction can get adolescent stuck in online game addiction. This research aims to describe high school students understanding about the risks of online game addiction. The sample consisted of 255 high school students selected by proportional random sampling technique. Data was collected using a scale measuring understanding of the risks of online game addiction. Data analysis used a quantitative approach with descriptive methods. The results showed that high school students understanding about the risks of online game addiction was included in the moderate category with an average score of 198,48 and an achievement score level of 55,14%. Therefore, school counselors must to improve high school students understanding of the risks of online game addiction.

Productive pleasures across binary regimes: Phenomenologies of bisexual desires among Latino men

Sexualities ◽  
2019 ◽  
Vol 23 (4) ◽  
pp. 645-665 ◽  
Author(s):  
Jorge Fontdevila
Keyword(s):  
Impression Management ◽  
Qualitative Interviews ◽  
Status Quo ◽  
Sexual Agency ◽  
Latino Men ◽  
Hetero Structure ◽  
Men And Women ◽  
Liminal Spaces ◽  
Sexual Ambiguity ◽  
Sex With Men

Modern orders were founded on the repudiation of sexual ambiguity and the confinement of desire within discursive classifications of man/woman and hetero/homosexual binaries. However, the persistence of bisexual practices reveals the unstable nature of these modern binary regimes, which require the “erasure” of bisexuality to perpetuate their status quo. Yet some men negotiate their bisexual desires in productive ways without undermining their sense of masculinity and sexual agency. Based on qualitative interviews I explore the sexualities of a group of these men—Latino men who have sex with men and women in southern California. I find that sex with women involves interactional work that is more demanding on impression management and moral grounds. Sex with men is rougher, adventurous, and less restrained. I conclude that sex with men opens liminal spaces that resist binary definition and are less discursively regulated—relative “anti-structures” à la Victor Turner that decouple agency from (hetero)structure. This transgressive liminality is key to understanding these same-sex spaces' recurrent attraction and productive pleasure. The study challenges monolithic understandings of migrant sexualities by finding great diversity among non-gay identified men, including homoerotic practices combined with strong desire for women.

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