PRESENTED BY: Camiya Scurlock

T H E RO L E / I M P A C T O F S C H O O L C O U N S E L O R S
O N F I R S T G E N E R AT I O N C O L L E G E S T U D E N T S
I N T RO D U C T I O N

• This professional development

was created to shed light on this
vulnerable population, to
understand the importance of
making sure their needs are met,
and to identify implications for
school counselors.
• Who can benefit from this
professional development?
• School counselors, teachers,
administration, and anyone
working with youth
OBJECTIVES

• You will learn how to identify who first generation college

students are, what some of their needs are, and how a school
counseling program can address their needs.
• You will learn how to academically prepare first generation
college students for college and the support that they need.
• You will learn about the importance of college preparation
when it comes to first generation college students.
• You will learn about the importance of collaboration with
parents.
• You will learn about possible trauma considerations when it
comes to working with first generation college students.
• You will learn about possible cultural considerations when it
comes to working with first generation college students.
 WHY IS THIS
I M P O RTA N T ?
Evidence shows that this
population needs specific skills,
information, and direction that
other college bound students may
already possess.
School counselors can have a great
impact on students’ academic
success, college readiness, and their
social-emotional wellbeing.
Most jobs require some
postsecondary education, so its
important for students to be
prepared.
It is important for school
counselors to make an effort to
reach students who have been
historically denied access to higher
education opportunities, and that
includes first generation college
students (Dockery, 2012).
First generation college students
will most likely rely on schools to
provide them with the information
they need.
First generation college students
are less successful at completing
college; so identifying and
addressing their needs can help
improve college retention and
graduation rates (Dockery, 2012).
 Undergraduate enrollment in
WHY IS THIS degree-granting postsecondary
institutions in 2018
I M P O RT A N T C O N T.
White,
8.7
• Let’s look at some stats! 9
• Some g roups of students are still underrepresented in college 8

Enrollment, in Millions
enrollment, including first generation, low-income, African American, 7
and Hispanic students (Cholewa et al., 2015-2016). 6
• In 2016, the college enrollment rate for students coming from low 5 Hispanic,
income families was 64 percent where as the college enrollment rate 3.4
4
for students coming from high income families was 83 percent 3 Black, 2.1
(National Center for Education Statistics [NCES], 2018)
2
• 59% of first generation college students enroll in higher education 1
compared to 93% of those whose parents hold a deg ree (Dockery, 0
2012). White Black Hispanic
• In 2019, the median income for recent g raduates reached $44,000 a Race/ Ethnicity
year for people with bachelor’s deg rees aged 22-27, whereas high
school g raduates the same age earned about 30,000 a year (Edelson,
2020).
• People who have a bachelor’s deg ree will have a 3.5 x lower poverty Enrollement
rate than those with only a high school deg ree (Edelson, 2020).

(National Center for Education

Statistics, 2020)
WHO ARE FIRST
G E N E R AT I O N C O L L E G E
STUDENTS?

• First generation college students can be defined

as students whose parents either never enrolled in
college or never earned a bachelor’s degree
(Dockery, 2012).
• First generation college students are usually
African American or Hispanic and come from
low-income families (Cholewa et al., 2015)
• 6 of every 10 public school students are first
generation (Dockery, 2012).
• But, First generation college students can come
from all backgrounds and their first-generation
status may not be readily recognizable (Cholewa
et al., 2015).
W H O A R E F I R S T G E N E R AT I O N C O L L E G E
S T U D E N T S ? C O N T.

Any thoughts or reactions?

W H A T I S T H E RO L E O F S C H O O L
COUNSELORS?

School counselors

• Apply academic achievement strategies

• Manage emotions and apply interpersonal skills
• Plan for post secondary options (Higher education, military, work force)
• Improve student success by implementing a comprehensive school
counseling program

High School Counselors

• Are essential when it comes to students making informed decisions about

career goals and post secondary education opportunities.
• Collaborate with teachers and parents to identify and provide
interventions for any academic or social/emotional needs that students
may have in order to remove barriers that could hinder them from
academic success.
• Provide a school counseling program that is proactive and includes
leadership, advocacy, and collaboration with school staff, administration,
and community/ family members.
(American School
Counseling
Association [ASCA], )
Academic Preparation

College Preparation

Parental Involvement
 • First generation college students may be unaware of what they
need to do academically to prepare for college.
AC A D E M I C • First generation college students are less likely to be enrolled in
rigorous coursework such as AP classes and advanced
P R E PA R AT I O N A N D mathematics (Dockery, 2012).
• Therefore, first generation college students would be less
S U P P O RT prepared for rigorous college level coursework.
• Taking advanced math in high school is strongly correlated
with college enrollment (Dockery, 2012).
• First generation college students are more likely to not be as
academically prepared as their traditional college student peers
and they usually lack study skills needed to be successful in
college (Reid & Moore, 2008).
• A rigorous high school academic program is a better predictor
of successful college completion than either grade point average
or test scores (Dockery, 2012).
• A rigorous high school curriculum helps mitigate the
disadvantage of first-generation status (Choy, 2002).
• Students who are enrolled in AP classes in high school have a
great advantage of being exposed to the rigor, college reading
level, and critical thinking skills needed for university study
(Dockery, 2012).
• Its important for schools to have a climate that promotes
academic excellence and postsecondary training for all students.
 C O L L E G E P R E PA R AT I O N
• When it comes to college preparation, having social capital is very important.
• Social capital: A student’s access to knowledge and resources about postsecondary education relayed through relationships
that comprise a student’s network (Cholewa et al., 2015-2016).
• Parents, family members, school counselors, teachers, friends, etc.

• Family backg round may impact the amount of postsecondary social capital that is available to students.
• Although their parents may have postsecondary expectations for their child, first generation college students may not have as
much access to information about accessing or navigating the postsecondary educational system (Cholewa et al., 2015 -2016).
• First generation college students will most likely receive less assistance from their parents in applying to colleges.
• First generation college students need to be aware of the “Road to College” which includes:
• Deciding to pursue postsecondary education
• Prepare academically for college -level work
• Taking the SAT and/or ACT entrance exams
• Choosing one or more colleges to apply to
• Gaining acceptance and making financial arrangements

• Students who access more college information and postsecondary planning assistance from their school counselor, are more
likely to apply and then enroll in college (Choy, 2002).
• School counselors have a unique role and position when it comes to being able to close the college attainment gap.
• First generation college students will most likely choose a college based on financial decisions including cost of attending,
being able to hold a job, possibly living at home, and being able to finish in a shorter time (Dockery, 2012).
 • Parents of first-generation college students will
typically lack knowledge on college processes
and college preparation.
• Parents with lower levels of education
attainment benefit the most from active
participation with school counselors and other
PA R E N TA L school personnel about their children’s college
and career goals (Bryan et al., 2009).
I N V O LV E M E N T • The alignment of parental and student goals
increases students’ odds of attending college the
year after high school graduation (Bryan et al.,
2009) .
• Parental involvement in curricular decisions and
college planning activities are associated with
higher college enrollment rates (Choy, 2002).
• Studies show that first generation college
students are more likely to enroll in college if
their parents are involved in the selection and
admission process of college (Bryant & Nicolas,
2011).
• Parents may not know to advocate for their
child to have opportunities such as attending
college fairs, visiting college campuses, and
attending financial aid workshops (Bryant &
Nicolas, 2011).
 I M P L I C AT I O N S F O R
SCHOOL COUNSELORS
• School counselors cannot assume that all college bound youth are the
same.
• Some first-generation college students may or may not reach out to the
school counselor for help (Bryan et al., 2009).
• It is important for school counselors to identify who the first-
generation college students are in their school as soon as possible so
that are ready to assist them with the specific needs that they have.
• ASCA has charged school counselors to be agents of systemic change and
to promote access to postsecondary educational opportunities to all
students.
• It will be important for school counselors to proactively pursue first
generation college students to build trusting relationships, build on their
strengths, and provide additional support, services, and resources.
• School counselors should ensure that their school counseling program is
prepared to meet the needs of first-generation college students.
• Prospective first-generation college students are two and half times more
likely to state that their school counselor was the most influential person
in their college seeking experience (Cholewa et al., 2015 -2016).
 I M P L I C AT I O N S F O R S C H O O L
C O U N S E L O R S C O N T.
College Preparation
• School counselors must be allotted time and resources
needed to provide first generation college students
and their families with an equitable opportunity to
access the social capital needed to make informed
postsecondary decisions.
• School counselors can use ASCA’s National Model
and Use of Time Calculator to serve as evidence for
the need for lower case loads and/or increased time
spent on college preparation with students.
• These tools can also be used to advocate for a
reduction in non counseling responsibilities.
• School counselors should have all students participate
in career inventories and help them interpret their
results.
• School counselors can have small groups for first
generation college students to provide information on
college entrance exams, financial aid, fee waivers,
deadlines, and FASFA. As well as small groups on
selecting potential colleges, college visits, college fairs,
completing applications, college essays,
recommendation letters, and housing options.
• School counselors can also train peer senior students
as peer college counselors to assist underclassmen in
the college process.
Academic Preparation
• Advocate for first generation college students to be
enrolled in rigorous coursework such as advanced
math, honors classes, and AP classes.
• Students’ high school curriculum is the most
influential determinant of them successfully
completing a bachelor’s degree.
• Create an academic plan for students that are
consistent with their postsecondary education and
career goals.
• Provide outside resources to help with rigorous
coursework such as tutors, peer tutor, workbooks,
YouTube videos, and online resources.
• Provide guidance lessons on topics such as study skills
and time management skills.
• Interventions to influence students’ educational
aspirations are most likely to be successful if they take
place by 8th or 9th grade.
Parental Involvement
• Parents should be provided with transparent and
accurate information about how students can
effectively prepare for college.
• First generation college students and their parents
should be provided information on the various types
of colleges and training programs, different degree
options, financial assistance, and the social and
academic components of college life.
• Parent- counselor contact should be flexible and
accessible for all families.
• Take advantage of websites, emails, and social media
to maintain contact.
• Informational sessions can be recorded and posted to
the counseling department website for parents who
can't attend.
• Offer evening meeting times for working parents.
• Create a comprehensive handbook that guides
families through the entire college application process.
 C U LT U R A L
C O N S I D E R AT I O N S
• High schools with more students of lower socioeconomic status
have less access to information about college, lower percentages of
4 year college enrollment, and higher proportions of African
American and Hispanic students (Cholewa et al., 2015-2016).

• Students from schools with fewer counselors and schools with

higher populations of students on free or reduced lunch are less
likely to seek the school counselor for college information.
• Research suggests that students attending public schools that have
higher student to counselor ratios and larger populations of
underrepresented, low-income students, may have less access to
college counseling from their school counselor.

• Considering the fact that first generation college students will most
likely be students of color, it will be important for school
counselors to constantly enhance their multicultural competencies.
• Recognize the lived experiences of African American
students and other students of color as well as, the challenges
faced by low-income students and how systemic barriers may
impede access to post secondary opportunities.

• Translators should be available for non English speaking families at

meetings, events, etc.
 Working With Latino Families/ Parental Involvement
C U LT U R A L • Communication with Latino families should be culturally appropriate. For example,
C O N S I D E R AT I O N S respect is of utmost importance in cultures that are hierarchical, and Latino
immigrant parents appreciate being received in the school with warmth, but also
formality
C O N T. • Parents must believe that the schools want them to be involved in the educational
process

• School counselors should learn about parents’ preferences for contributing and help
them implement those strategies

• Invitations to exclusively Spanish-speaking Latino parents should be bilingual and

should include information about access to interpreters for meetings or events

• School counselors should view these invitations as the beginning of sustained

relationship building, to be congruent with the Latino cultural preference for having
closeness and trust in working relationships

• School counselors also may organize workshops for Latino families that are led by
parent peers with older children around topics such as transitions from one grade
level to the next, an introduction to upcoming testing, or future curriculum choices
and their importance for college and career readiness
• It’s important to have Flexible formats for parental involvement:
• weekend or evening office hours
• community-based locations for meetings
• Informal opportunities for communication, such as when children are dropped off
or picked up from school
• Brief telephone check-ins

• Parents who have access to computers or smart phones could also receive electronic
newsletters or brief text message updates.

• Bilingual paper flyers or newsletters can be useful when children are reminded to
deliver them promptly
• School counselors can identify flexible opportunities for parents to observe or
participate during the school day.
• Finally, asking families to provide photographs or cultural items to post around the
school creates an atmosphere of inclusion and help students and families see
themselves as valued members of the school
(Gonzalez et al., 2013)
 T R AU M A C O N S I D E R AT I O N S

ACEs and First-Generation College Students

Adverse childhood experiences (ACEs) are potentially traumatic events that

occur in childhood (0-17 years of age).
• Examples: Experiencing violence, abuse, or neglect; witnessing home or community
violence
Also included in ACEs are aspects of the child’s environment that can
undermine their sense of safety, stability, and bonding, such as growing up in a
household with:
• Substance use problems, mental health problems, and instability due to parental
separation

Why is this a problem?

• ACEs affect our health, overall well being, as well as life opportunities such as education
and job potential.
• 61% of adults in the U.S. have experienced at least one type of ACEs and nearly 1 in 6
have experienced 4 or more.
• Women and several racial/ethnic minority groups are at a greater risk having
experienced 4 or more ACEs.
T R AU M A Risk factors for Experiencing ACEs

C O N S I D E R AT I O N S • Families with single parents

C O N T. • Families with low income
• Families with low levels of education
• Families experiencing high levels of parenting stress or economic stress

First generation college students are likely to have experienced these risk factors.

Protective Factors and School Counselors

• Positive friendships and peer networks

• Doing well in school
• Caring adults outside of family who serve as mentors and role models
• Families that encourage the importance of school
• Communities where families have access to economic and financial help
• Communities where families have access to safe, engaging after school
programs and activities.

Its important for school counselors to be aware that first generation college
students may be affect by and have experienced some ACEs. So, we need to be
prepared with resources readily available. And understand that these circumstances
may need to be addressed first before we can focus on academic and college prep.
FUTURE RESEARCH
NEEDS

• More research in general is needed on first generation college

students for the school counseling profession.
• Future research should examine the specific practices of counseling
programs that have high postsecondary enrollment rates among
first generation and underrepresented college students to provide
school counselors with additional strategies to assist this
population.
• Future research should examine the impact of the school counselor
on first generation college students from their perspective and to
see what was most helpful from their school counselor such as
interventions, quality of interactions, and/or how college
information was dispersed.
• More exploration is needed on school counselors’ postsecondary
influence among Latino students, low-income students, and those
attending rural schools.
• Future research should follow first generation college students
throughout their college experience to see what else could possibly
help them and to validate the impact of school counselors.
CONCLUSION

• School counselors are called to promote equity and access for all students which
includes promoting access to and planning for post secondary education and
advocating for underrepresented students.
• Because of their skill set and knowledge base, school counselors have a unique
position to supplement this information for students like first generation college
students who may have less access.
• All students deserve college counseling, but research shows that targeting these
students can be especially influential.
• It is essential for school counselors to recognize the unique needs and strengths
among this population and to implement a school counseling prog ram that will meet
the needs of these students.
• Students and their parents should have access to the information needed to
successfully prepare for post secondary education.
• It will be extremely difficult for first generation students and their families to
adequately plan for college without having college information.
• I hope that this professional development was able to continue to energ ize school
counselors in their efforts to promote equity in their schools.
QUIZ
Put the answers in the chat
1.What were the areas identified as potential needs for first generation college students? 5. Who are first generation college students?
a) Academic preparation
a) Students whose parents either never enrolled in college or ear ned a
b ) College preparation
bachelor’s degree
c ) Parental involvement
d ) All of the above b) Afr ican American or Latino
Cor rect Answer: D c) Come from low-income families
d) All of the above
2. What subject area is linked to college enrollment?
a) Social Studies Cor rect Answer: D
b ) Science
c ) Math
d ) Reading
Cor rect Answer: C

3. What are some ways to increase parental involvement?

a) Offer flexible modes of communication like evening meetings.
b ) Have limited meeting times
c ) Only rely on students to communicate information to parents.
d ) None of the above
Cor rect Answer: A

4. What is social capital?

a) How many followers someone has
b) Access to infor mation and knowledge about college through relationships
c) A place in every state
Cor rect Answer: B
6. What is the role of school counselors? 10. School counselors have the unique position, skill set, and
a) Improve student success by implementing a comprehensive school counseling program knowledge to have a great impact on the lives of first-
b) Sit in office all day and play games on phone generation college students.
c) Bus duty a) True
d) Hallway patroller b) False
Correct Answer: A Correct Answer: A

7. All college bound youth are the same.

a) True
b) False
Correct Answer: B

8. What are some potential risk factors for ACEs that may affect first generation college students?
a) Low income
b) Parents with low levels of education
c) Having siblings
d) A & B
Correct Answer: D

9. What are some cultural implications for school counselors to consider when working with a Latino
population?
a) Information intended for Latino families should be dispersed in both English and Spanish
b) Communication with Latino families should be culturally appropriate
c) School counselors should inquire from parents about how they like to be involved and help them
implement those strategies.
d) All of the above
Correct Answer: D
REFERENCES
• Bry a n, J., Holcomb-Mccoy, C., Moore-Thomas, C., & Da y -Vines, N. L. (2009). Who Sees the School Counselor for Colleg e Informa tion ? A Na tiona l Study .
Professional School Counseling , 12 (4). https://doi.org/10.1177/2156759x0901200401
• Bry a nt, J. K., & Nicola s, J. (2011). Supporting a nd Preparing Future First - Generation Colleg e Students in the Hig h School Environment: Implications for School
Counselors. Michigan Journal of Counseling: Research, Theory, and Practice , 38 (2), 17–26. https://doi.org/10.22237/mij oc/1314835320
• Centers for Disea se Control a nd Prevention. (2020, April 3). Adverse Childhood Experiences (ACEs) . Centers for Disease Control a nd Prevention.
https://www.cdc.gov/violenceprevention/aces/index.html.
• Cholewa , B., Burkha rdt, C. K., & Hull, M. F. (2015). Are School Counselors Impa cting Underrepresented Students’ Thinking a bou t Postseconda ry Educa tion? A
Na tiona lly Representative Study . Professional School Counseling , 19 (1), 144–154. https://doi.org/10.5330/1096 -2409-19.1.144
• Choy , S. P. (2002). Students Whose Pa rents Did Not Go to College: Postsecondary Access, Persistence, a nd Atta inment. PsycEXTRA Dataset .
https://doi.org/10.1037/e492182006 -021
• Dockery , D. J. (2012). School Counselors' Support for First -Generation College Students. VITAS O nline, 1 –11
• Edelson, D. (2020, Februa ry 27). How does a college degree improve graduates' employment and earnings potential? Associa tion of Public & La nd - g rant Universities.
https://www.a plu.org/projects-and-initiatives/colleg e- costs-tuition-and-financia l-aid/publicuvalues/employment-earnings.html#44.

• Gonza lez, L., Borders, L. D. A., Hines, E., Villalba, J., & Henderson, A. (2013). Pa rental Involvement in Children's Educa tio n: Considerations for School
Counselors Working with La tino Immig rant Fa milies. Professional School Counseling , 16 (3), 185–193. https://doi.org/10.5330/psc.n.2013- 16.183
• The Essentia l Role of Hig h School Counselors. (n.d.). Retrieved from https://www.schoolcounselor.org/asca/media /asca/Careers -Roles/WhyHighSchool.pdf.
• The Role of the School Counselor. (n.d.). Retrieved from https://www.schoolcounselor.org/asca/media/asca/Careers -Roles/RoleStatement.pdf.
• Na tiona l Center for Educa tion Sta tistics. (2018). Immediate College Enrollment Rate . nces.ed.gov.
https://nces.ed.gov/prog rams/coe/pdf/Indica tor_CPA/coe_cpa_2018_05.pdf.
• Na tiona l Center for Educa tion Sta tistics. (2020, Ma y). Undergraduate Enrollment . The Condition of Educa tion - Postseconda ry Educa tion - Postsecondary Students
- Underg raduate Enrollment - Indica tor Ma y (2020). https://nces.ed.gov/progra ms/coe/indicator_cha.asp.
QU E S TI O N S, CO M M E N TS, CO N CE R N S ? ?