Counselinghttp://hdl.handle.net/10211.3/56592024-03-29T11:32:30Z2024-03-29T11:32:30ZAchieving the Dream: The High School Counselor Role in Supporting the Transition of Undocumented College-Bound Latino/A StudentsBernal-Arevalo, Katherine Elizabethhttp://hdl.handle.net/10211.3/2111012020-04-20T23:07:20Z2019-05-01T00:00:00ZAchieving the Dream: The High School Counselor Role in Supporting the Transition of Undocumented College-Bound Latino/A Students
Bernal-Arevalo, Katherine Elizabeth
School counselors are in a unique position to support undocumented students as
they pursue higher education. However, there is little research exploring what counselors
are implementing in their schools to maximize the success of this underserved
population. This study looks at the strategies counselors are employing to construct their
role as well as the challenges they are facing when supporting college-bound
undocumented students. Using a phenomenological approach, data was gathered from 14
school counselors across 10 school districts within the Central Valley in California. The
findings revealed that counselors recognized their role in delivering college information
and resources, connecting with parents, communities, and colleges, providing direct
counseling services to students, and advocacy efforts as it applies to make higher
education equitable for undocumented students. However, school counselors are still
facing challenges when counseling this group of students. These included inadequate
counselor training and resources, time constraints, difficulty identifying undocumented
students, and the lack of support from district and administrative leaders.
2019-05-01T00:00:00ZFactors influencing hmong american students' academic success in higher educationXiong, Seehttp://hdl.handle.net/10211.3/2045592020-04-20T23:07:20Z2018-08-01T00:00:00ZFactors influencing hmong american students' academic success in higher education
Xiong, See
This study explored the experiences of Hmong American students that contributed to their academic success regarding staying in college, feeling of a sense of belonging on campus, and positive interaction with faculty and student affairs professionals. The researcher conducted one-on-one interviews with eight Hmong American students who attended a 4-year, public institution in the western United States. Participants experienced challenges with their academics and in navigating the institutional space as first-generation college students. However, they received support from the institution through advising by professors, student affairs professionals, and student organizations. They had expectations for Hmong students to be proactive on campus and to receive support from Hmong educational figures. Insights into these experiences could provide faculty, student affairs professionals, and administrators a better understanding of how to create an environment of support for Hmong American students at 4-year public institutions. It could also support the development of programs and cultivation of a campus culture that supports Hmong American students’ academic success and sense of belonging in higher education.
2018-08-01T00:00:00ZFactors contributing to the success of Hmong graduate studentsXiong, Souahttp://hdl.handle.net/10211.3/1189002020-04-20T23:07:20Z2011-01-01T00:00:00ZFactors contributing to the success of Hmong graduate students
Xiong, Soua
This study examined the experiences of Hmong students who have matriculated into a master�s program at California State University, Fresno. A semi-structured interview was developed to collect data from a snowball sample of 5 Hmong graduate students on barriers and factors contributing to their completion of a Bachelor�s degree and matriculation into a graduate program. Data analysis identified three themes of barriers: academic, cultural, and financial. Supportive factors included assistance from family, financial aid, friends, professors, and classmates in the form of academic, social, and financial support. Implications and recommendations are included for college counselors, professors, student services professionals, other college personnel and individuals who work with Hmong American college students.
2011-01-01T00:00:00ZAcademic probation and retention rates: strategies academic advisors can implement to assist undergraduate Hispanic female college studentsOrtega, Eleazarhttp://hdl.handle.net/10211.3/1188662020-04-20T23:07:20Z2011-01-01T00:00:00ZAcademic probation and retention rates: strategies academic advisors can implement to assist undergraduate Hispanic female college students
Ortega, Eleazar
This study examined the experiences of Hispanic female undergraduate college students on academic probation or disqualification at California State University, Fresno. A semi-structured interview was used to collect data from three undergraduate Hispanic female participants on academic probation or disqualification. The sampling method was purposive and participants were recruited from the Office of Advising Services at California State University, Fresno. Results indicated that risk factors present in the participants included being an ethnic minority, not being academically ready for college, experiencing financial difficulties, working full-time while in school full-time, being a freshman who did not live on campus, and unsure of what major to select. The researcher recommended the use of intrusive academic advising to help probationary students become comfortable approaching their professors, gain confidence, learn to ask for help, learn how to find their own solutions, identify their goals, and increase their motivation.
2011-01-01T00:00:00Z