How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

Autor/inn/en	Bryan, Julia; Kim, Jungnam; Liu, Chang
Titel	How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?
Quelle	In: Professional School Counseling, 27 (2023) 1, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryan, Julia) ORCID (Kim, Jungnam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.1177/2156759X231153392
Schlagwörter	School Culture; School Counseling; College Attendance; Racial Differences; High School Students; Longitudinal Studies; Student Financial Aid; Admissions Counseling; Minority Group Students; Counselor Client Relationship; Predictor Variables; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; School counselling; Pädagogische Beratung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Rassenunterschied; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Prädiktor
Abstract	This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students' college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009-2016 dataset. The results indicated that counselor expectations, priorities, student--counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students' college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student-counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01