College Counseling Norms and College Transitions at the Intersection of College Generation and Linguistically Diverse Status

• In Event: Diverse Perspectives on Counseling College-Age Students

Abstract

Analyzing the High School Longitudinal Study of 2009, our results indicate that first-generation college-bound (FGCB) students whose parent(s) didn’t have a four-year college degree, regardless of their linguistically diverse (LD) status (speaking a first-learned language other than English), were less prepared for college and less likely to attend college. Furthermore, FGCB students, regardless of LD status, and continuing-generation college-bound (CGCB) students whose parent(s) had a four-year college degree with a LD status were less likely to attend a high school with greater college counseling norms. Our analysis findings also show that college counseling norms were positively linked to students’ college outcomes and FGCB and LD students benefit more from attending a high school with stronger norms of college preparation counseling.

Authors

• Guan Saw, Claremont Graduate University

• Jenifer L. Kelson, Claremont Graduate University

• Mingxia Zhi, University of Texas - San Antonio