Understanding College Access in Immigrant-Origin, Emergent Bilingual Learners: Implications for School and College Counselors

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Counseling Poster Session A

Abstract

Emergent bilingual learners (EBLs) comprise 10% of U.S. students. While research has documented their struggles in pursuing post-secondary pathways, this qualitative study examines factors associated with successfully pursuing enrollment in 4-year colleges/universities. Eighteen EBL students were interviewed about their journey toward college. Data were grouped into three main areas: motivations for pursuing college, assets contributing to success, and barriers experienced. Core themes in the data included the primary motivator of fulfilling family dreams; positive and negative contributions of teachers, counselors, and peers; positive influences of secondary curricular and extracurricular engagement; and ongoing linguistic challenges. Findings have implications for counselors who work with EBLs prior to and during college to better support these students in their transition to college.

Authors

• Elizabeth Vera, Loyola University Chicago

• Chelsea Yanuaria, Loyola University Chicago

• Clare Furtado, Loyola University Chicago