Community-Informed, Collaborative, and Action-Oriented Partnerships: How Students Prefer to Receive College and Career Advising

• In Event: School Counseling and College Advising: Cross-Sectional Partnerships That Support All Students

Abstract

Objectives and Purposes
Students gather information through a variety of mechanisms including online searching, informal conversations with peers and family, and through interactions with staff at secondary and postsecondary institutions (Waters, 2009). Research has consistently shown that access to information influences students’ postsecondary decisions and likelihood of enrolling in a four-year college (Page & Scott-Clayton, 2016) so it should not be surprising that many students choose to forgo college due to inadequate information and confusion surrounding the college admissions and financial aid process (Smith, 2018). This study seeks to understand who and how students prefer to receive postsecondary support and guidance.

Theoretical Framework
Our theoretical framework draws from Brofenbrenner’s Ecological Systems Theory (Bronfenbrenner & Morris, 2006; Damon & Lerner, 2006) explaining how behaviors and actions vary as people interact and make meaning of the world they live. This study was community-informed, collaborative and action-oriented. The philosophy underpinning this approach is that the community members are the experts and solutions to a social issue should be informed by the persons affected by the issue.

Methods, techniques, or modes of inquiry
Each year the American University Community-Based Research Scholars (CBRS) choose a theme or focus area for their spring project. The theme is always directly related to issues affecting low-income residents residing in the District of Columbia. In 2019, CBRS partnered with and four DC Schools to better understand how students prefer to receive college and career information and advising. Focus groups and a survey were administered to students (n=153). The focus groups were transcribed, coded and analyzed and the survey results were analyzed quantitatively.

Data Sources
Students attending four small DC high schools participated in a focus group (n=52) and/or a student survey (n=101). The focus groups sought to understand two main questions (1) What access do students have to postsecondary planning resources and how helpful they are? and (2) how can postsecondary advising practices be strengthened? The survey asked forty-nine questions (Table 1) which included demographic questions, how students felt about school and life, and their plans after high school (college and career).

Results
Preliminary analysis finds that students prefer to receive postsecondary information in person and one on one. Students who have a college advisor are generally happy with the support they are provided but would prefer increased access. Finances consistently appear as the number one barrier for students matriculating to college.


Scholarly Significance
There are no shortages of reports and data that point to the power of earning a postsecondary credential or degree, but there is little published information on a student’s experience receiving counseling and advising regarding their postsecondary opportunities. This study will allow us to understand the student perspective which should influence how practitioners engage and support students along their postsecondary path.

Authors

• Jane Palmer, American University

• Laura Owen, San Diego State University