Promoting College Access among Latina/o English Language Learners: Implications for Professional School Counselors
Saved in:
| Title: | Promoting College Access among Latina/o English Language Learners: Implications for Professional School Counselors |
|---|---|
| Language: | English |
| Authors: | Cook, Amy L., Pérusse, Rachelle, Rojas, Eliana D. |
| Source: | Journal of School Counseling. 2015 13(18). |
| Availability: | Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu |
| Peer Reviewed: | Y |
| Page Count: | 43 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | English Language Learners, Hispanic American Students, Access to Education, Academic Achievement, Literature Reviews, Intervention, Pupil Personnel Services, Barriers, College Readiness, Achievement Gap, Counselor Role, Acculturation, Racial Discrimination, College Preparation, Partnerships in Education, Racial Attitudes, Paying for College, School Counseling |
| ISSN: | 1554-2998 |
| Abstract: | According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students' academic achievement, including insufficient resources, acculturation issues, attitudinal barriers, immigration factors, and English-language proficiency. Through a literature review, we identify particular school counselor interventions that address these barriers and promote college access among Latina/o ELL students. |
| Abstractor: | As Provided |
| Number of References: | 84 |
| Entry Date: | 2015 |
| Accession Number: | EJ1076446 |
| Database: | ERIC |
| Abstract: | According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students' academic achievement, including insufficient resources, acculturation issues, attitudinal barriers, immigration factors, and English-language proficiency. Through a literature review, we identify particular school counselor interventions that address these barriers and promote college access among Latina/o ELL students. |
|---|---|
| ISSN: | 1554-2998 |
