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

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.

Pelaksanaan Supervisi Bimbingan Konseling dalam Meningkatkan Keterampilan Layanan Konseling Guru BK SMA Kabupaten Rejang Lebong

Mastery of counseling service skills for counseling teachers always needs to be done to improve the professionalism and quality of counseling guidance services in schools. One way to improve the skills of counseling teachers is through the supervision of counseling guidance. This study aims to describe the guidance and counseling teachers' understanding of the skills they have in carrying out counseling services and to describe the implementation of counseling guidance supervision activities at SMA Rejang Lebong. This research is a quantitative descriptive study. The population of this study was all high school counseling teachers in Rejang Lebong. The results showed that some of the skills often used in counseling services were questioning skills, providing support and reinforcement, listening, closing, empathy, clarification, problem-solving, focusing, and encouraging skills. While skills that are rarely or not yet mastered include focusing, paraphrasing, confrontation, opening up, and reframing skills. The results of the evaluation of the counseling guidance supervision activities showed that 80.73% of the supervisors said they had understood, mastered, and implemented several counseling service skills taught by supervisors in providing counseling services in schools, and only about 19.27% said they had not mastered and had not fully implemented the skills taught by a supervisor.

HUBUNGAN ANTARA KONFORMITAS TEMAN SEBAYA DITINJAU DARI JENIS KELAMIN DENGAN KEPATUHAN TERHADAP TATA TERTIB SEKOLAH

Through a preliminary study with High School Counseling Teacher from High School 01 Jatisrono, Wonogiri, Central Java that obedience to school rules is still in the low category. On the other hand, students in their teens have the characteristics to conform with high peers. The purpose of this study was to determine the relationship between peer conformity in terms of gender with obedience to school rules. This research is a type of correlational quantitative research. Sampling using simple random sampling. The sample in this study amounted to 151 students spread throughout class XI. Measuring instruments used are the psychological scale of peer conformity and psychological scale of obedience to school rules. Analysis of the data used in the hypothesis test is the Carl Pearson product moment correlational test. The results showed that with the level of peer conformity in male and female students who were in the moderate category and found a positive and significant relationship between peer conformity in terms of gender with obedience to school rules with a low degree of correlation. Obtained correlation results of 0.261 with a significance of 0.001. From these results it can be understood that the higher the peer conformity, the higher obedience to school rules.

Sistem Pakar Identifikasi Modalitas Belajar Siswa Menggunakan Metode Forward Chaining

Student learning modalities are important to be identified by teachers and students. Because the success of students in the field of academics is supported by the appropriate student learning modalities. Often occurs in the process of teaching and learning teachers do not know the modalities of student learning so that the material in teaching teachers difficult to accept by students. Appropriate learning modalities that are in accordance with the methods taught by the teacher need to be built in an Expert System. Expert System that is processed in this research is taken from the expertise of teachers of Senior High School Counseling Guidance 1 Tilatang Kamang by using Forward Chaining method. Learning modalities are processed using expert systems created with php programming languages ​​and mysql databases. Furthermore, this expert system can determine the modalities of visual learning, auditory and kinesthetic. The result of testing on this method is able to determine the learning modality in the students with the accuracy and the speed is good. Expert system test results have been able to determine student learning modalities clearly and can already be recommended to help teachers and students in improving the way students learn the right.

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

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.