Latina/o high school students’ perceptions and experiences obtaining information about going to college: A qualitative study for understanding

Chlup, Dominique T.; Gonzalez, Elsa; González, Jorge E.; Aldape, Hector; Guerra, Mayra; Lagunas, Brenda; Yu, Qilin; Sanchez, Harold; Zorn, Daniel

doi:10.1080/15348431.2019.1568878

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…In this study, most of the Latinx college student participants reported that they could have benefitted from social/emotional support from their high school counselors because they had to manage stress and other personal issues as they transitioned to postsecondary education. These findings support other researchers who found that high school counselors were unavailable (Chlup et al, 2021;Cook et al, 2021;Vela-Gude et al, 2009) and were unlikely to provide Latinx students with social/ emotional support. One explanation for this lack of support is that school counselors face role ambiguity with noncounseling duties and supervision from noncounseling administrators (Blake, 2020;McGowan, 2021), who might not understand their roles and responsibilities.…”

Section: Discussionsupporting

confidence: 90%

Exploring Latinx College Students' Experiences With High School Counselors

Vela

Guerra

Zamora

et al. 2023

Professional School Counseling

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Only a few researchers have used qualitative methods to explore Latinx students' experiences and testimonials with their high school counselors. These studies, conducted more than 10 years ago, found that Latinx students reported negative experiences with high school counselors, such as low academic expectations and lack of availability. In the current study, we interviewed eight Latinx college students from the southern United States to learn about their experiences with their high school counselors. The following five themes emerged from interpretative phenomenological analysis of the data: (a) high academic expectations, (b) advisement, (c) lack of availability and accessibility, (d) no social or emotional support, and (e) limited career development. Two crucial implications from this study are that school counselors need to be engaged in all activities aligned with the American School Counselor Association guidelines and should remind Latinx students regularly about school counselors’ essential roles and responsibilities in academic, career, and social/emotional development. We discuss additional implications.

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Section: Discussionsupporting

confidence: 90%

Exploring Latinx College Students' Experiences With High School Counselors

Vela

Guerra

Zamora

et al. 2023

Professional School Counseling

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“…When high school counselors have time and support from administrators to implement the ASCA National Model and engage in counseling‐related activities, they can design activities to cultivate Latine students’ critical consciousness and ability to engage in social action to remedy social injustices (Martinez et al., 2020; Padilla & Hipolito‐Delgado, 2015). School counselors need to help Latine students become aware of social injustice and inequities such as subtractive schooling conditions, low academic expectations, unequal access to mental health services, and discriminatory practices (Cavazos, 2009; Chlup et al., 2021; Davis et al., 2022; Valencia & Black, 2002; Vela‐Gude et al., 2009). One way to do this is by taking Latine students on college field trips to learn about inequities related to college admissions and college going (Padilla & Hipolito‐Delgado, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Few researchers have explored Latine students’ experiences with their high school counselors (e.g., Chlup et al., 2021; Malott, 2010; Vela, Guerra, et al., 2023; Vela‐Gude et al., 2009). These researchers identified that Latine students reported negative experiences with high school counselors, including low academic expectations, lack of quality advisement, differential treatment, lack of individual counseling, and lack of availability.…”

Section: Introductionmentioning

confidence: 99%

“…In Cook et al.’s (2021) study, Latine students reported that school counselors were inadequate and did not support their postsecondary educational endeavors. Latine students in another study also reported that they could not meet with their school counselors (Chlup et al., 2021). Overall, there is a long history of educators, including school counselors, having a deficit‐mentality framework, holding low academic expectations of Latine students, and not being available to help and support Latine students.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Latine students’ perceptions of their high school counselors’ capitalization of community cultural wealth

Vela,

Guerra,

Zamora

et al. 2024

J Multicult Couns & Deve

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This qualitative study explored the experiences of Latine college students with their high school counselors about community cultural wealth. The study aimed to understand how high school counselors cultivated Latine students’ navigational, aspirational, linguistic, familial, social, and resistant capital. Data were collected through semistructured interviews with eight Latine college students attending a Hispanic‐Serving Institution. The findings revealed that high school counselors supported Latine students’ navigational and aspirational capital but did not cultivate their linguistic, familial, social, and resistant capital. Implications for practice include the need for culturally appropriate interventions, advocacy for better student–counselor ratios, and using the ASCA National Model and Empowerment Model to design interventions that cultivate Latine students’ community cultural wealth.

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“…In South Texas, 12 out of every 100 high school graduates earn a college degree within six years (Teach for America, 2022). One-sixth (16%) of Latinos in the RGV hold a college degree compared to 37% of Whites (Chlup et al, 2019).…”

Section: Settingmentioning

confidence: 99%

The Latina Experiences of Intimate Partner Violence in the Rio Grande Valley

Espinoza

Resendiz

et al. 2023

AM J QUALITATIVE RES

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<i>Intimate partner violence (IPV) is a severe public health and criminal justice issue that disproportionately affects women more than men. This sought to explore Latina experiences of IPV in the Rio Grande Valley (RGV). Twelve Latina IPV survivors from the RGV, ages 24 to 40 years old, were interviewed using purposive and snowball sampling methods. Several primary themes were discovered: </i><i>types of abuse; perceived reasons for the abuse; education and economic insecurity; why stay or leave an abusive relationship; the criminal justice system’s role; and self-blaming. All participants (n = 12) were college educated and endured IPV victimization at the hands of their male significant others. This study should be replicated on a larger scale to determine if the results are representative of all RGV IPV victims. These findings have implications for positively affecting IPV prevention, services, and interventions to reduce Latina IPV victimizations in the RGV. </i>

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Latina/o high school students’ perceptions and experiences obtaining information about going to college: A qualitative study for understanding

Cited by 5 publications

References 18 publications

Exploring Latinx College Students' Experiences With High School Counselors

Exploring Latinx College Students' Experiences With High School Counselors

Exploring Latine students’ perceptions of their high school counselors’ capitalization of community cultural wealth

The Latina Experiences of Intimate Partner Violence in the Rio Grande Valley

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