BLACK AND LATINX STUDENTS AND COMPETITIVE FOUR-YEAR COLLEGE ACCESS: THE ROLE OF GUIDANCE COUNSELORS’ EXPECTATIONS IN COLLEGE MATCHING
| dc.contributor.advisor | Richardson, Marsha | |
| dc.contributor.author | Garraway, Wanda-Elizabeth | |
| dc.date.accessioned | 2024-01-26T13:55:55Z | |
| dc.date.available | 2024-01-26T13:55:55Z | |
| dc.date.copyright | 2023 | |
| dc.date.issued | 2023 | |
| dc.date.updated | 2024-01-26T13:55:56Z | |
| dc.description | 2023 | |
| dc.description.abstract | ABSTRACTBLACK AND LATINX STUDENTS AND COMPETITIVE FOUR-YEAR COLLEGE ACCESS: THE ROLE OF GUIDANCE COUNSELORS’ EXPECTATIONS IN COLLEGE MATCHING Wanda-Elizabeth Garraway This study examined New York City Black and Latinx high school students’ perceptions of their college counseling experiences. In particular, I sought to understand how the students perceived the role their high school guidance counselors’ expectations of their abilities played in the choice of colleges to which they were counseled to apply. Data collection involved 21 Black and Latinx former NYC specialized high school students who shared their narratives in semi-structured interviews, filled out a 15-minute Qualtrics survey, and provided college-related archival documents. Given the dearth of research highlighting student perceptions of college counseling (Howard, 2003), granting students’ voices methodological priority in this qualitative study sought to correct this gap in the research. Using Critical Race Theory (CRT) as a framework, this study honors the experiential knowledge and voices of people of color by recognizing that educators, researchers, policymakers, and others can learn from the critical knowledge of the lived experiences of minoritized people to improve American institutions that impact their life outcomes. Results revealed that study participants’ self-perceptions and their guidance counselors’ expectations of their college readiness were aligned. The findings also suggested that students had an accurate perception of their qualifications to attend their desired colleges based on their college-going profiles. Overall, students perceived they were appropriately matched with colleges and did not perceive there was college undermatching in their schools. It is noteworthy that these findings contradicted the general literature on college matching for Black and Latinx students. | |
| dc.description.degree | Doctor of Education (EdD) | |
| dc.extent | 180 | |
| dc.identifier.uri | https://repository.upenn.edu/handle/20.500.14332/59377 | |
| dc.language.iso | en | |
| dc.subject | Education | |
| dc.subject.other | Black and Latinx Students | |
| dc.subject.other | College Choice | |
| dc.subject.other | College Matching and Perceptions | |
| dc.subject.other | Competitive Four-Year College Access | |
| dc.subject.other | Guidance Counselors' Expectations 4. College Counseling Experiences | |
| dc.subject.other | NYC Specialized High Schools | |
| dc.title | BLACK AND LATINX STUDENTS AND COMPETITIVE FOUR-YEAR COLLEGE ACCESS: THE ROLE OF GUIDANCE COUNSELORS’ EXPECTATIONS IN COLLEGE MATCHING | |
| dc.type | Dissertation/Thesis | |
| dspace.entity.type | Publication | |
| upenn.edd.specialization | Educational Leadership |