scholarly journals Supporting Crossover Students in an Urban School District: A Participatory Project

2021 ◽  
Vol 13 (1) ◽  
pp. 23-42
Author(s):  
Robert Martinez ◽  
Mark Scholl ◽  
Erika Torres ◽  
Jesus Corral ◽  
Sandra Naranjo ◽  
...  
Keyword(s):  
School District ◽  
School Counselors ◽  
Academic Career ◽  
Urban School ◽  
Social Needs ◽  
Career Readiness ◽  
Urban School District ◽  
College And Career Readiness ◽  
Participatory Action ◽  
College And Career

This participatory action research (PAR) project describes crossover students’ college and career readiness needs in a major west coast urban school district. The paper provided insights from administrator researchers, participants, facilitator, and recommendations for school counselors, educators, and organizations who are thinking of creating more counseling support and educational opportunities for crossover students. The results include the reflections and recommendations of crossover youths (e.g., encourage us, we are worth the rigor). The discussion includes strategies for supporting the academic, career, emotional, and social needs of crossover students.

Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District

2020 ◽  
Vol 122 (1) ◽  
pp. 1-48
Author(s):  
Joel R. Malin ◽  
Donald G. Hackmann ◽  
Ian M. Scott
Keyword(s):  
School District ◽  
Social Services ◽  
Initial Step ◽  
Urban School ◽  
Career Readiness ◽  
Urban School District ◽  
College And Career Readiness ◽  
Design Data ◽  
Case Study Methodology ◽  
College And Career

Background School reforms requiring collaborations spanning multiple sectors are increasing in prevalence, but extant research has primarily focused only upon cross-sector partnerships involving education and social services. College and career readiness (CCR) reforms, such as the one highlighted in this study, are also often intrinsically cross-sectoral in nature. It is necessary to understand how such complex collaborations are developed and maintained. Purpose: This study examined how cross-sector collaboration has shaped the development and implementation of district-wide high school career academies in a large urban school district. Research Design We applied case-study methodology to examine a mature cross-sector collaboration that guides and supports the district's career academy reforms. A meta-framework concerning cross-sector collaboration—developed by Bryson, Crosby, and Stone—supported our design, data collection, and analysis. Conclusions Findings disclose a complex system of structures and processes to support reform implementation and illuminate the role and nature of cross-sector collaborations. This study provides an initial step toward understanding the elements, processes, and leadership required to develop and sustain cross-sector CCR reforms. The findings hold relevance for practitioners (e.g., how to develop and strengthen such complex reforms), community partners, and researchers (e.g., theory-building regarding reform-supporting elements and their interactions).

School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings

2019 ◽  
Vol 13 (3) ◽  
pp. 190-202 ◽  
Author(s):  
Erik M. Hines ◽  
Desiree D. Vega ◽  
Renae Mayes ◽  
Paul C. Harris ◽  
Michelle Mack
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Content Type ◽  
School Settings ◽  
College And Career ◽  
Urban School Settings

Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

Supporting Immigrant Children in College and Career Readiness

2021 ◽  
pp. 268-290
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools

2017 ◽  
Vol 51 (4) ◽  
pp. 443-473
Author(s):  
Olcay Yavuz ◽  
Jennifer Parzych ◽  
Margaret Generali
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Faculty Perceptions ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High Poverty ◽  
Enrichment Programs ◽  
College And Career ◽  
Quantitative Correlational Study

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

How school counselors make a world of difference

2018 ◽  
Vol 99 (7) ◽  
pp. 35-39 ◽  
Author(s):  
Patrick O’Connor
Keyword(s):  
Academic Achievement ◽  
School Counselors ◽  
Emotional Development ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
College And Career

School counselors play a key role in promoting students’ academic achievement, social and emotional development, and college and career readiness. The author reviews the research on counselors’ work in these areas and discusses how schools can ensure that their counselors are better able to succeed in supporting students.

Supporting Immigrant Children in College and Career Readiness

2019 ◽  
pp. 246-268
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

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