Student Counseling and Personnel Services Commons^™

Vamos A Pláticar: The Sense-Making Process Of Career Services Practitioners At California Community Colleges In A Guided Pathways Epoch, Claudia Estrada-Howell

Electronic Theses, Projects, and Dissertations

The California Community College system and its vision for success, which includes a focus on increasing students' degree and certificate completion, as well as increasing the percentage of existing Career and Technical Education students who report being employed in their field of study is highlighted. To help support these goals, the California Community College System has adopted the Guided Pathways framework. This framework requires all campuses to fundamentally redesign their programs and support services to ensure they are clear, more educationally coherent pathways to credentials that in turn prepare students for success in the workforce and further education. To do …

How Do They See Me? Examining The Experiences Of Faculty In The Context Of Classroom Whiteness Factors, Papia Bawa, Diantha Watts Dr.

Journal of Research Initiatives

Today polarized attitudes and aptitudes have created a subtle but steady paradigm shift in the way equity, diversity, and inclusivity (EDI) issues are seen by stakeholders. As a result, focusing on critical aspects of equity relationships and the fallout from discriminatory attitudes towards marginalized groups has become ever more needed. While diversity issues exist in all societal, professional, and personal realms, its impact within educational institutions is perhaps the most deeply profound. This Hermeneutic Phenomenology study examines the experiences of six higher education faculty who teach predominantly white student classrooms to identify issues and recommendations with respect to their relationship …

The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan

MERC Publications

This population-based study explored students' participation in advanced coursework in elementary schools (gifted/talented programs), middle schools (Algebra I+), and high schools (Advanced Placement) to address enrollment equity. The study identified demographic disparities and the intersectionality of multiple identities to achieve two research aims: 1) to explore how advanced course-taking varies by student demographics, and 2) to understand how disparities in advanced course-taking vary by student demographics and intersectional identities. The findings indicate that disparities in advanced course-taking are related to students’ race, ethnicity, disability status, English learner (EL) status, socioeconomic status, as well as the intersection of these variables. The …

Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer

Teacher Education, Educational Leadership & Policy ETDs

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.

For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …

Who Takes Dual Enrollment Classes? A Research Brief, David Naff

MERC Publications

This research brief from the Metropolitan Educational Research Consortium (MERC) explores three questions: 1) What are Dual Enrollment classes? 2) Who takes Dual Enrollment classes? and 3) What strategies promote greater access to Dual Enrollment? An accompanying podcast episode is linked in the research brief.

Analyzing Advanced Placement (Ap): Making The Nation's Most Prominent College Preparatory Program More Equitable, David Naff, Mitchell Parry, Tomika Ferguson, Virginia Palencia, Jenna Lenhardt, Elisa Tedona, Antionette Stroter, Theodore Stripling, Zoey Lu, Elizabeth Baber

MERC Publications

This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study.

Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper

Electronic Theses and Dissertations

ABSTRACT

EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)

By

Valerie J. Harper

October 28, 2019

Dissertation supervised by Professor Gretchen Givens Generett

African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African …

Counselors And Principals: Collaborating To Improve Instructional Equity, Carl A. Lashley, Jaimie Stickl

Journal of Organizational & Educational Leadership

School districts are held accountable for the performance of all students. This increased responsibility has caused principals and their faculties to become increasingly concerned about using performance data to improve achievement, attendance, promotion and graduation rates, dropout rates and at-risk student performance, and other indicators of school quality. An often overlooked resource in the school’s efforts is the school counselor.

School counselors are well-prepared to assist principals with data utilization and making recommendations for individual student, classroom, and school-wide improvement. Collaborative relationships between principals and school counselors can contribute significantly to school improvement efforts and to professional learning and capacity …