Counselors, Information, and High School College-Going Culture: Inequalities in the College Application Process

Autor/inn/en	Robinson, Karen Jeong; Roksa, Josipa
Titel	Counselors, Information, and High School College-Going Culture: Inequalities in the College Application Process
Quelle	In: Research in Higher Education, 57 (2016) 7, S.845-868 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-016-9406-2
Schlagwörter	Higher Education; Equal Education; Access to Education; School Counseling; High School Students; Counselor Role; Longitudinal Studies; College Applicants; Predictor Variables; Access to Information; Socioeconomic Status; School Culture; Student Characteristics; Academic Achievement; Parent Role; Models + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; School counselling; Pädagogische Beratung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College applications; Studienbewerber; Prädiktor; Socio-economic status; Sozioökonomischer Status; Schulkultur; Schulleben; Schulleistung; Parental role; Elternrolle; Analogiemodell
Abstract	While socioeconomic inequality in postsecondary outcomes is well documented, limited research explores the extent to which seeing a high school counselor can help to reduce inequality in college destinations. In particular, previous research rarely considers the high school context in which counselors and students interact as well as the other sources of social and cultural capital available to students. Using the Educational Longitudinal Study (ELS: 2002), we find that seeing a counselor plays a significant role in predicting application to college, and while this relationship is attenuated, it remains strong even net of other sources of information. Moreover, the relationship between seeing a high school counselor and whether and where students apply to college is largely similar across high school contexts, with some indication that high school counselors may be most relevant in schools with moderate college-going culture. Finally, presented analyses provide insights regarding the extent to which different factors contribute to socioeconomic inequality in the college application process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01