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COLLEGE ACCESS: FIRST GENERATION COLLEGE COUNSELORS OF COLOR AND FIRST GENERATION STUDENTS OF COLOR
Neena AgnihotriJuly 23rd, 2015Dissertation Defense – CSUN ELPS
A Closer Look
RoadmapThe Role of the College Counselor
Research Questions
Definitions
Literature review
Theory
Methodology
Results
Implications
What Counselors Do
Quick Facts: School and Career Counselors
2012 Median Pay $53,610 per year $25.77 per hour
Entry-Level Education
Master’s degree
Work Experience in a Related Occupation
None
On-the-job Training
None
Number of Jobs, 2012
262,300
Job Outlook, 2012-22
12% (As fast as average)
Employment Change, 2012-22
31,200
Types of Counselors:
Academic and Guidance Counselors
Dropout Prevention Advisers
Intervention Counselors
Attendance Counselors College Counselors
(Source: U.S. Bureau of Labor Statistics, 2015)
Average Student to Counselor Ratio
Average Numbers Counselor Ratio
National 471:1
California 1016:1
LAUSD 790:1
ASCA Recommendation
250:1
Source:American School Counselor Association, 2011
California Department of Education, 2012
Student to Counselor Ratio
Research Questions
In what ways do first-generation college counselors of color advise first-generation
students of color about college access?
How do first generation college counselors of color foster and promote social capital in first
generation students of color?
How do first generation college counselors of color see themselves in the role of
institutional agents as they build on the cultural capital that students bring?
DefinitionsFirst-generation students (FGS) are defined as students who are enrolled in higher education
and whose parents haven’t attended college or received a college degree in the United States
(NCES, 1998).
First generation college counselors of color (FGCCOC) are those who received a college
degree in the United States and whose parents haven’t completed a college degree in the
United States.
First generation students of color (FGSOC) come from historically underserved
communities in higher education such as Latina/o, African American, Asian American,
and Native American students.
Literature Review Major Themes
History of counselin
gEmergenc
e of counselin
g in education
(Gysbers & Henderson,
2001)
Changing role of
counselors
(ASCA 2003, 2004)
Types of counselor
s
High school
counselors
(Jones, 2001; Borders & Drury,
1992; Corwin, Venegas, Oliverez,
& Colyar, 2004)
College counselors (González,
Stoner, & Jovel, 2003;
McDonough, 1997, 2004,
2005)
College access
College-going
culture (Gandara, 2005,
2007; Rosenbaum,
2001; Luna De La Rosa, 2007)
College aspirations (Vargas, 2004; Bryan,
Holcomb-McCoy, Moore-Thomas, & Day-Vines, 2009)
First generation students of
color
Counselors as social and
cultural capital
(Farmer-Hinton, 2008;
McDonough, 1997; Hill, 2011)
Counselor and
student interactions (Radcliffe &
Bos, 2011; McClafferty & McDonough,
2002)
First generation
college counselors of
color
(Gap in Literature)
Social Capital Theory
Human Capital theory
includes skill
formation,
education, values,
and personal attributes
. (Becker, 1964)
Cultural Capital theory refers to the cultural assets and status of the students and their families. (Bourdieu, 1986)
• Community cultural wealth refers to familial, linguistic, navigational, aspirational, resistant, and social capital (Yosso, 2005)
Social Capital theory refers to the access and information to resources and the people that provide these resources. (Coleman, 1988)
Home-based capital• Peer
Influence (Gandara, 2002, 2005)
• Parent Influence (Ceja, 2004; Auerbach, 2001)
School-based capital• Counselors
as “Institutional agents”
(Stanton-Salazar, 2010)
• Availability of resources at the school site (McDonough, 1997; Vega, 2011)
Methodology
Research Setting,
Data Sources, &
Sample
• Setting:• Los Angeles Unified School District
• Data Sources:• Semi-structured interviews (30-
60min)• Documents (CDE, school websites)
• Data Sample• Sampling strategy: Ethnographic
Critical case study (Glesne, 2011)
• 10 participants & 10 schools – • multi case study (Creswell,
2012)
• First-generation college counselors of color
Table 2: Demographic Information of School Sites
2013-2014School 1
School 2
School 3
School 4
School 5
School 6
School 7
School 8
School 9
School 10
Counselor Julia Annie Ariel Cindy Karin Disha Sean JayneSoojun
gGiancarl
o
API 680 700 650 730 690 750 660 640 670 680
SchoolPopulation
1800 315 1000 1200 1100 1300 750 1300 1700 800
SOC 1750 315 990 1080 1096 1150 745 1290 1685 795
# ofGraduates
500 70 55 300 275 400 200 250 520 90
Grad Rate 80% 75% 65% 84% 75% 89% 77% 58% 80% 73%
UC/CSU Ready
30% 45% 60% 50% 52% 37% 38% 29% 32% 55%
LocalDistrict
AreaNorth West
Central
Central
East North East South North West
Title I school Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
College office
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Physical Environ-
mentOld New New New Old Old Old Old Old New
High #First Gen
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Table 1: Demographic Information of Counselor Participants
Name Julia Annie Ariel Cindy Karin Disha Sean Jayne Soojung Giancarlo
Age 30’s 40’s 50’s 20’s 40’s 60’s 40’s 30’s 30’s 40’s
Gender F F F F F F M F F M
Ethnic Identity
Latina Latina Latina Latina Latina Latina AsianAfrican
AmericanAsian Latino
Position CC CC CC CC CC CC CC CC CC CC
School 1 2 3 4 5 6 7 8 9 10Local
DistrictArea
North West Central Central East North East South North West
Years of college
counselor experienc
e
>5 10+ 10+ <5 >5 10+ 10+ <5 <5 10+
First Gen Yes Yes Yes Yes Yes Yes Yes Yes Yes YesProduct
of LAUSDYes Yes No Yes No No No Yes Yes Yes
K-12 Teaching Backgrou
nd
No Yes Yes No Yes Yes Yes No No No
Guidance Counselin
g Backgrou
nd
Yes Yes No Yes Yes Yes No Yes Yes Yes
BA/BS out of state
No No Yes No No Yes Yes No No No
Additional roles
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Data Analysis Procedures
Data • 200 pages of
transcribed interview data
• 100 hours of document review
Thematic Data Analysis• Dedoose (to code)• Categorized 34
codes• 15 family codes and
child codes
Interpretation• 6 major themes that
emerged• Created Sub-themes• Formulated conclusions
Results/Thematic Findings
RQ 1
First generation counseling methods
Common struggles of first
generation students
RQ 2,3
Transfer of Social capital
Building on Cultural capital
Additional Findings
Impact of budget cuts
Counselor preparation
Counselor Insight
Yes, I share my own personal experiences with my students quite a bit.
And you know what’s funny is, they’re curious anyway; they’re going
to ask me those questions, and I’m not one to hold back, because I
think that’s what connects us is, they also need to understand like,
“Hey, I totally get what you’re going through, because I was in
the same place. And I’m here to service you basically, because I
know what it feels like to be from that place where it’s like you have so
many responsibilities, but yet you want to strive for more.”
> Soojung, School #9
First Generation Counseling Methods
First is to convince them that it’s for them…see all these
requirements, you’ve met all these requirements. You’ve got the
GPA, you’ve done a fabulous job, you absolutely can go to
college. You’re prepared. And they look at me like I’m from
another planet [laughing] and I say “You're going to humor me
and you’re going to apply, OK.”
> Disha, School #6
Common Struggles of First Generation Students
It’s the issues related to the whole first generation kids
going to college and some of those changes are going to
occur, right, like, leaving your family behind, which is normally
not done, separation because you’re traveling, an hour away or
to another state. So, I think, talking to them about that
and preparing them for that; these are some of the things
that we are adding to the mix because, otherwise, they might
not go to college.”
> Julia, School
#1
Transfer of Social Capital
What happens in the 12th grade is the kids learn how to -- the
word I use with them is they learn how to navigate red
tape. “You're looking in your portal. They're saying they didn't
get your test scores or they didn't receive your residency
questionnaire. What should you do?" I get a blank stare. I say,
"We're going to call them…” What happens is they learn
these skills. Like this is how you help yourself. “You have
to call to check if they received the fax. You've got to manage
every detail.”
> Annie, School #2
Building on Cultural Capital
For instance, if they’re first generation and their first language
is not English, it’s important that they mention it [in their
college essay] because being bilingual is something very
important. Many colleges and work places are looking for
students that are able to speak another language. I was able
to get a job on campus that worked with English Learners
which was great. I never thought that knowing my home
language was an asset. All through my school years, I
never perceived it as an asset.
> Cindy, School
#4
Impact of Budget Cuts
I am the coordinator for AP testing, PSAT testing, help with
other testing, graduation ceremony, senior awards, serving
on school committees, supervision, whatever they need me
to do. These additional duties take my time away from
college counseling of students. The ones that suffer the
most from budget cuts are the first generation students.
>Ariel, School #3
College Counselor Preparation
Yeah, there was one diversity class in college, I mean,
honestly, I think, it’s just more and more out of my own
experiences. Very little training from the district. The
thing I was very fortunate with is that there was a college
counselor here before me and she helped me learn a lot of
the duties I needed to learn before I started this position
> Sean, School #7
Limitations of the Study
Data • Transparency
Generalizability
• Schools & districts
Implications
Policy
1 College Counselor/HS
College Counseling Certificate
Practice
PD for College Counselors
University and District
Counselor Prep Programs
ResearchShared
Generational status study
College counselor role in College access
QUESTIONS AND COMMENTS