Effective Advising of Diverse Students in Community Colleges

Orozco, Graciela L.; Alvarez, Alvin N.; Gutkin, Terry B.

doi:10.1080/10668920701831571

Cited by 18 publications

(19 citation statements)

References 15 publications

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“…She pushes me and gives me the confidence to move forward by teaching me and telling me good job or keep it up. (Esperanza, 20 years old)Consistent with the literature(Grant-Vallone et al, 2004;Orozco et al, 2010, Venezia et al, 2010, positive counseling experiences were especially emphasized by students who were enrolled in categorical support programs such as Extended Opportunity Programs and Services (EOPS), Mathematics Engineering and Science Achievement (MESA), Puente, and TRIO.…”

supporting

confidence: 60%

“…The concern about having negative counseling experiences has also been voiced by many other CCC system students (Nodine et al, 2012;Orozco et al, 2010;Venezia et al, 2010;Zell, 2010). When students have negative experiences with their counselor and choose not to forge relationships with them, they diminish a potential channel of support and higher education resources (Gloria & Rodriguez, 2000) that are crucial to reaching degree completion.…”

Section: Strategymentioning

confidence: 90%

“…Hiring committees may benefit from utilizing community college students' preferred counselor characteristics (see Table 7) compiled from participants' consejos, participants' description of the characteristics of un buen consejero (see Table 3), and other published research related to students' counseling experiences (Eckenrod-Green & Culbreth, 2008;Orozco et al, 2010;Venezia et al, 2010;Zell, 2010). It will be important for search committees, however, to define candidate qualities, discuss the significance of these qualities with the candidate selection process, and clarify how they will identify these qualities in candidates (Green & Ciez-Volz, 2010).…”

Section: Implications For Practicementioning

confidence: 99%

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Applying Cultura in the Community College Counseling Practice

Arteaga

2014

Community College Journal of Research and Practice

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Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants' counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students' positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students' evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students' preferred counselor characteristics that may be used by hiring committees.

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supporting

confidence: 60%

Section: Strategymentioning

confidence: 90%

Section: Implications For Practicementioning

confidence: 99%

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Applying Cultura in the Community College Counseling Practice

Arteaga

2014

Community College Journal of Research and Practice

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“…First, they appear to help students become connected to college. Studies using methods as varied as structural equation modeling (Crisp, ) and qualitative approaches (Deil‐Amen, ; Orozco, Alvarez, & Gutkin, ) find that strong social relationships encourage integration, a sense of comfort on campus, and connectedness to college. Second, interviews with students consistently underscore the ways that strong social relationships provide important information (Orozco et al., ).…”

Section: Identification Of Four Nonacademic Support Mechanismsmentioning

confidence: 99%

“…Studies using methods as varied as structural equation modeling (Crisp, ) and qualitative approaches (Deil‐Amen, ; Orozco, Alvarez, & Gutkin, ) find that strong social relationships encourage integration, a sense of comfort on campus, and connectedness to college. Second, interviews with students consistently underscore the ways that strong social relationships provide important information (Orozco et al., ). Deil‐Amen () and Karp, Hughes, and O'Gara () found that community college students’ social relationships with peers are often “functional,” focusing on the provision of academic or navigational help, rather than socialization.…”

Section: Identification Of Four Nonacademic Support Mechanismsmentioning

confidence: 99%

A Holistic Conception of Nonacademic Support: How Four Mechanisms Combine to Encourage Positive Student Outcomes in the Community College

Karp

2016

New Drctns Community Coll

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Despite their best efforts, community colleges continue to see low rates of student persistence and degree attainment. Although such outcomes can be attributed in large part to students’ lack of academic readiness, nonacademic issues also play a part. Building on Karp's 2011 framework of nonacademic support, this chapter explores the evidence that holistic support can encourage community college students’ success.

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Understanding the landscape of community college transfer in North Carolina

Worsham

2022

New Drctns Community Coll

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Beginning with the revision of the existing Comprehensive Articulation Agreement (CAA) in 2014, North Carolina policymakers have implemented several articulation agreements that create structured pathways between two‐ and four‐year colleges. The purpose of this article is to detail the demographic makeup and post‐transfer outcomes of transfer students in North Carolina. This article will help policymakers and practitioners identify areas in which they can help facilitate successful transfer and eventual bachelor's degree attainment.

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Effective Advising of Diverse Students in Community Colleges

Cited by 18 publications

References 15 publications

Applying Cultura in the Community College Counseling Practice

Applying Cultura in the Community College Counseling Practice

A Holistic Conception of Nonacademic Support: How Four Mechanisms Combine to Encourage Positive Student Outcomes in the Community College

Understanding the landscape of community college transfer in North Carolina

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