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

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600 ◽  
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.

Other Duties as Assigned: The Ambiguous Role of the High School Counselor

2020 ◽  
Vol 93 (4) ◽  
pp. 315-330
Author(s):  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Counselors ◽  
Role Conflict ◽  
Role Ambiguity ◽  
School Counselor ◽  
High School Counselors ◽  
Master's Level ◽  
Social Emotional ◽  
Job Description

Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.

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

2012 ◽  
Vol 16 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Mary McKillip ◽  
Anita Rawls ◽  
Carol Barry
Keyword(s):  
High School ◽  
School Counselors ◽  
College Access ◽  
High School Counselors

Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Andrea Dixon Rayle
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Counselors ◽  
Job Stress ◽  
School Counselor ◽  
Total Sample ◽  
The United States ◽  
High School Counselors ◽  
Related Stress ◽  
Job Related Stress

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Gonzalez Maru
Keyword(s):  
United States ◽  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Southeastern United States ◽  
High School Counselors ◽  
Lgbt Students ◽  
Bisexual And Transgender ◽  
Race Ethnicity

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.

“My Counselors Were Never There”: Perceptions from Latino College Students

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Vela-Gude Luti ◽  
Javier Cavazos ◽  
Michael B. Johnson ◽  
Fielding Cheryl ◽  
Alyssa G. Cavazos ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
High School ◽  
School Counselors ◽  
Differential Treatment ◽  
High School Counselors ◽  
Latino College Students ◽  
Individual Counseling ◽  
Low Expectations

Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.

Differential Access to High School Counseling, Postsecondary Destinations, and STEM Careers

2016 ◽  
Vol 118 (11) ◽  
pp. 1-36
Author(s):  
Andrea B. Nikischer ◽  
Lois Weis ◽  
Rachel Dominguez
Keyword(s):  
High School ◽  
School Counseling ◽  
School Counselors ◽  
High School Counselors ◽  
Stem Careers ◽  
School Environments ◽  
High School Counseling ◽  
College And Career ◽  
Different Populations

Background/Context Policy makers, school district officials, teachers and parents have embraced science, technology, engineering, and mathematics (STEM) subjects as a way to promote a stronger pipeline to college and career STEM. In so doing, these varied groups seek to raise job prospects for next-generation workers, increase opportunities for low-income and minority students, and enhance U.S. competitiveness in a global economy. Purpose/Objective In this article we explore the ways in which the work of counseling departments in two different school environments shape students’ STEM participation in high school, with important potential consequences for college and career STEM. High school counselors operate at a critical access point to high-level science and math coursework in high school and STEM postsecondary majors and programs after high school. A fuller understanding of the role that school counselors play in improving math and science outcomes and strengthening pathways to STEM is increasingly important, particularly given the push for STEM careers in new global economic context. Research Design In this article we delve deeply into the day-to-day workings of the high school counseling office in two schools that serve markedly different populations of students. Utilizing data gathered through full ethnographic investigation over a 1-year period, we focus on the ways in which the work of counselors collectively constrain and /or enhance short and long-term STEM-linked outcomes for varying populations. We address two interrelated research questions: (1) In what ways and to what extent does the work of counseling departments in two different school environments shape students’ STEM participation in high school? (2) In what ways and to what extent does the work of the counseling departments differ in schools that serve markedly different populations of students in terms of race/ethnicity and socioeconomic status? Conclusions/Recommendations Our data reveal stark differences between students’ high school STEM participation at the two schools. Evidence also points to differences in the work and role of school counselors in aiding students to access STEM in college and career. However, in spite of the fact that one school offers a far more robust pipeline to STEM than does the other, in neither case do the schools take concrete steps to maximize access to STEM in college or career for their top math and science students who express strong inclination in this direction. Although it is arguably the case that a number of factors contribute to STEM college and career outcomes, data highlight the differential yet simultaneously central role of high school counselors in the pipeline to STEM.

scholarly journals STUDENT READINESS HIGH SCHOOL ENTRANCE EXAMS HIGHER EDUCATION AND THE ROLE OF SCHOOL COUNSELORS

2015 ◽  
Vol 5 (1) ◽  
pp. 50
Author(s):  
Tri Anjar
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Private Schools ◽  
School Counselor ◽  
Average Score ◽  
School Students ◽  
Average Percentage ◽  
Entrance Exams

Abstract: The process of preparing to take the test SNMPTN is something that often makes prospective students experiencing various problems. I prepare for the selection of the necessary physical, material, and also psychological. This research was initiated from the problems that occurred in the preparation of the admission public universities by students coming from private schools . These problems such as high school rules violations / lack of discipline, learn less motivated to learn. This condition greatly affects the readiness of students to achieve success SNMPTN pass. This study aimed to describe the readiness of high school students college entrance exams and the role of BK teacher / school counselor. The study population is students of SMA Muhammadiyah 1 Metro are 212 students. This type of research is quantitative descriptive, and the questionnaire used as an instrument of collecting data. The results showed that the average score of 80.53 with an average percentage of 26.84%, are in the category is not ready. BK teacher's role in preparing students in private schools that help students related to school by making a counseling program, either individually or in the classical style. Increase cooperation with fellow teachers and parents and guardians to fostering the development of children's potential.Keywords: Readiness, Students, Counselor role

The Role of High School Counselors in Increasing Latino Male College Enrollment: Moving From College Aspirations to Access

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Wonsun Ryu ◽  
Jorge Burmicky ◽  
Victor B. Sáenz ◽  
José R. Del Real Viramontes ◽  
Rodrigo Aguayo ◽  
...  
Keyword(s):  
High School ◽  
School Counselors ◽  
College Enrollment ◽  
Male Students ◽  
High School Counselors ◽  
College Aspirations ◽  
Institutions Of Higher Education ◽  
Male College ◽  
Latino Male

Even as the number of Latina/o students going to college has increased in recent years, Latino male students continue to face barriers in accessing America’s institutions of higher education, a topic that remains complex and understudied. Using national survey data from the High School Longitudinal Study of 2009, we sought to understand the role of high school counselors in increasing Latino male college enrollment. Results suggest that Latino male college enrollment increased when high school counselors provided a higher degree of financial aid preparation. We discuss implications for practice tailored to high school counselors.

Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Tammy Dodson
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Administrator Perceptions ◽  
Significant Finding ◽  
Model Program ◽  
Asca Model ◽  
Counselor Role ◽  
High School Counselor ◽  
Negative Perceptions

This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.

scholarly journals Transforming High School Counseling: Counselors’ Roles, Practices, and Expectationsfor Students’Success

2016 ◽  
pp. 83-95
Author(s):  
Wei-Cheng J.Mau ◽  
Jiaqi Li ◽  
Kimberly Hoetmer
Keyword(s):  
High School ◽  
Student Success ◽  
School Counseling ◽  
School Counselors ◽  
School Administrators ◽  
High School Counselors ◽  
Asca National Model ◽  
High School Counseling ◽  
National Model ◽  
Nationally Representative

This study examined the current roles and practices of American high school counselors in relation to the ASCA National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers’ and school administrators’. A nationally representative sample of 852 lead counselors from 944 high schools was surveyed as part of the High School Longitudinal Study: 2009-2012. Findings are examined in the light of the National Model and advocated practices.

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