Dissertation

College access: First-generation college counselors of color and first-generation students of color

Many first-generation students of color seek higher education advising primarily from their high school college counselors (Villalba, Akos, Keeter, & Ames, 2007). The work that these college counselors perform is important as they engage with students in the college-going process. The purpose of this ethnographic case study was to understand the interactions between first-generation college counselors of color and first-generation students of color from the counselor's point of view as they participated in the college-going process. This qualitative study focused on the similar generational status that first-generation college counselors of color shared with their students and how these relationships and networks can transmit social capital. This study is rooted in social capital theory which portrays the idea that college counselors can act as "Institutional agents" to provide students with capital in the form of resources and networks to assist them with gaining access to college (Stanton-Salazar, 2011). The research questions associated with this study include the following: 1) In what ways do first-generation college counselors of color advise first-generation students of color about college access? 2) How do first-generation college counselors of color foster and promote social capital in first-generation students of color? 3) 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? To answer these questions I interviewed 10 first-generation college counselors of color and learned about their experiences with first-generation students of color to determine how college counselors help students gain access to college. These participants were chosen from 10 comprehensive high schools in Los Angeles Unified School District (LAUSD). I also conducted a document review to place each college counselor in the context of their school. The counselors provided an in-depth understanding of the common methodology used by college counselors, the transfer of social capital, and building of cultural capital in students. The study revealed that first-generation college counselors used similar methodology when counseling first-generation students of color. Simultaneously, these college counselors acted as conduits for the transfer of social capital through networking and resources. College counselors recognized the cultural capital that first-generation students of color brought with them and were able to build on this cultural capital to help these students succeed. These counselors were also able to identify common struggles that first-generation students of color faced by drawing from their own backgrounds. Additional findings included the impact of budget cuts on college counseling in LAUSD and the lack of current college counselor preparation to meet the needs of first-generation students of color. Through the similarities in the findings, a 4-step college process was devised to help college counselors who work with first-generation students of color in addition to proposing a tailored district intern program.

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