Counseling Opportunity Structures: Explaining College-Going Using a Typology of School-Level Opportunity Structures

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2092742
Author(s):  
Virginia Snodgrass Rangel ◽  
Tracy A. Ballysingh
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
School Counseling ◽  
College Access ◽  
School Level ◽  
Opportunity Structures ◽  
High School Counseling ◽  
College Going

This article contributes to our understanding of the gap in college access by examining (a) the extent to which and (b) how high school counseling focused on college broadens access. We extend Engberg and Gilbert’s typology of schools based on high school counseling norms and resources. Using recent data from the High School Longitudinal Study of 2009, we identified three types of schools: norm-driven, resource-rich, and divergent.

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

2021 ◽  
pp. 003804072110460
Author(s):  
Melanie Jones Gast
Keyword(s):  
High School ◽  
Middle Class ◽  
Working Class ◽  
College Access ◽  
Help Seeking ◽  
College Counseling ◽  
College Knowledge ◽  
High School Counseling ◽  
College Going ◽  
Knowledge Class

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

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
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