Supporting and Preparing Future First-Generation College Students in the High School Environment: Implications for School Counselors

This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using social cognitive career theory as a framework, 15 college students participated in focus groups to discuss their adjustment to college and what they believed would have helped them better prepare for college. A qualitative analysis of themes resulted in identification of various barriers and supports, provided a multifaceted understanding of college adjustment, and highlighted the importance of preparing for college. Implications for career and school counselors are provided.

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The High School–College Disconnect: Examining First‐Generation College Students’ Perceptions of Their Literacy Preparation

Journal of Adolescent & Adult Literacy ◽

10.1002/jaal.1057 ◽

2020 ◽

Vol 64 (1) ◽

pp. 19-26 ◽

Cited By ~ 1

Author(s):

Juliet Michelsen Wahleithner

Keyword(s):

College Students ◽

High School ◽

First Generation ◽

First Generation College Students ◽

First Generation College ◽

Literacy Preparation

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Going to College with a Posse: How Having High School Peers on Campus Supports College Achievement

10.31234/osf.io/xhpuc ◽

2021 ◽

Author(s):

Kevin R Binning ◽

Lorraine R. Blatt ◽

Susie Chen ◽

Elizabeth Votruba-Drzal

Keyword(s):

College Students ◽

High School ◽

First Generation ◽

Public University ◽

First Generation College Students ◽

Large Network ◽

The Social ◽

College Achievement ◽

First Generation College

The social experience of transitioning to a four-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N=43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer-prevalence on campus (HSPP) and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed.

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A Group Intervention for Prospective First-Generation College Students: Application With an Urban, African American Population

Professional School Counseling ◽

10.1177/2156759x20957297 ◽

2020 ◽

Vol 24 (1) ◽

pp. 2156759X2095729

Author(s):

Krista Malott ◽

Stacey Havlik ◽

Shivam Gosai ◽

Jose Diaz Davila

Keyword(s):

College Students ◽

African American ◽

School Counselors ◽

Group Intervention ◽

First Generation ◽

African American Youth ◽

First Generation College Students ◽

Qualitative Inquiry ◽

College Going ◽

First Generation College

We applied a qualitative inquiry to explore the experiences of African American youth engaging in a group intervention at an urban high school. Group topics were tailored to the needs of prospective first-generation college students to enhance youth social and academic capitol and identity strengthening. Experiences included changed perspectives and increased knowledge of the college-going experience that, in turn, increased participant sense of efficacy in completing college. We discuss implications for school counselors.

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