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'She Went above and Beyond': How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support

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Title: 'She Went above and Beyond': How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support
Language: English
Authors: Brookover, Dana L. (ORCID 0000-0002-5534-4092), Boulden, Rawn (ORCID 0000-0002-7875-9725), Hanley, Erin M., Johnson, Kaprea F. (ORCID 0000-0001-7127-3370)
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2022 95(4):166-177.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: School Counseling, First Generation College Students, Student Attitudes, College Readiness, Social Capital, Comprehensive Guidance, College Bound Students
DOI: 10.1080/00098655.2022.2080632
ISSN: 0009-8655
1939-912X
Abstract: This qualitative research study contains a focus on first-generation students' perceptions of their school's comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1358650
Database: ERIC
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  Value: <anid>AN0157982879;clh01jul.22;2022Jul18.01:19;v2.2.500</anid> <title id="AN0157982879-1">"She Went Above and Beyond": How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support </title> <p>This qualitative research study contains a focus on first-generation students' perceptions of their school's comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.</p> <p>Keywords: College readiness counseling; first-generation student; school counseling; college readiness; comprehensive school counseling program</p> <p>First-generation students (FGS), those students without a parent or guardian who graduated with a bachelor's degree (Garriott et al. [<reflink idref="bib26" id="ref1">26</reflink>]), have unique challenges in their pursuit of a college education. One of the challenges includes limited access to college information from parents, which is impactful since parental influence has a substantial effect on career and college readiness (Pérusse, Deronck, and Parzych [<reflink idref="bib46" id="ref2">46</reflink>]; Mitchall and Jaeger [<reflink idref="bib43" id="ref3">43</reflink>]). Other challenges include financial obstacles and doubts about their ability to succeed in college (Unverferth, Talbert-Johnson, and Bogard [<reflink idref="bib59" id="ref4">59</reflink>]). The various challenges FGS face contribute to them being less likely to enroll in college compared to their non-FGS peers, and only 27% of FGS who do matriculate into college graduate in four years with a bachelor's degree (Redford and Hoyer [<reflink idref="bib50" id="ref5">50</reflink>]; Whitley, Benson, and Wesaw [<reflink idref="bib60" id="ref6">60</reflink>]). Professional school counselors are essential to help FGS overcome the barriers, and support their strengths, which can impact postsecondary pursuits. The purpose of the current study is to qualitatively investigate how FGS experience school counseling services in relation to their college going pursuits, within the framework of a comprehensive school counseling program.</p> <hd id="AN0157982879-2">Comprehensive school counseling programs</hd> <p>The term comprehensive school counseling program (CSCP) reflects increased intentionality regarding the role of the school counselor, affirming school counselors' ability to collaborate with school-based stakeholders to support improved student outcomes. School counselors (a) recognize and address inequities through data-informed practices, (b) effectively lead, (c) work with school stakeholders to promote student growth and development, and (d) use their voice and professional expertise to advocate for salient student needs (ASCA [<reflink idref="bib3" id="ref7">3</reflink>]).</p> <p>Research exists detailing the effectiveness of CSCP on student outcomes. For example, research conducted by Carey and Dimmitt ([<reflink idref="bib17" id="ref8">17</reflink>]) suggests a positive relationship between CSCP and student academic achievement (i.e., higher standardized test scores). Furthermore, student access to school counselors increases the likelihood of student achievement (Brookover [<reflink idref="bib10" id="ref9">10</reflink>]). Regrettably, well-documented barriers (e.g., high caseloads, collateral and inappropriate duties) often hinder school counselors' ability to properly deploy a CSCP (Unger, Rainey, and Anderson [<reflink idref="bib58" id="ref10">58</reflink>]). Research exists purporting the positive relationship between adequate school counselor ratios and student academic success, including how for FGS, it can be even more important to have access to school counseling (Pham and Keenan [<reflink idref="bib47" id="ref11">47</reflink>]).</p> <hd id="AN0157982879-3">School counselors and first-generation students</hd> <p>School counselors are uniquely positioned within the school context to provide additional support to FGS within the context of a CSCP (Bryant and Nicolas [<reflink idref="bib15" id="ref12">15</reflink>]; Gilfillan [<reflink idref="bib29" id="ref13">29</reflink>]). In a nationally-representative study with a sample of nearly 17,000 eleventh grade students, Cholewa, Burkhardt, and Hull ([<reflink idref="bib18" id="ref14">18</reflink>]) found FGS interested in college were two-and-a-half times more likely to name their school counselors as most impactful than their peers with college-educated parents. However, FGS unfortunately have less access to college counseling provided by school counselors than their peers (Brookover [<reflink idref="bib9" id="ref15">9</reflink>]). Further, school counseling professionals have expressed they are underprepared to support FGS in pursuing postsecondary opportunities (Brown et al. [<reflink idref="bib12" id="ref16">12</reflink>]). These challenges stymie school counselors' availability to provide necessary postsecondary counseling to FGS.</p> <p>Despite the challenges, research supports school counselors' potential to positively impact FGS' postsecondary aspirations. FGS have indicated positive and helpful interactions with school counselors (Jodry, Robles-Pina, and Nichter [<reflink idref="bib33" id="ref17">33</reflink>]). FGS praised their school counselors for (a) seeing their potential to attend college, (b) increasing their knowledge of financial aid options, and (c) being highly influential in their desire to attend college (Jodry, Robles-Pina, and Nichter [<reflink idref="bib33" id="ref18">33</reflink>]). Additionally, a study involving over 1,300 high school students indicated that FGS-to-school counselor ratios were found to impact students' college-going likelihood (Pham and Keenan [<reflink idref="bib47" id="ref19">47</reflink>]). This underscores the aforementioned salience of appropriate caseloads, and school counselors' potential to positively impact FGS' scholastic and post-secondary pursuits.</p> <hd id="AN0157982879-4">Social Capital Theory</hd> <p>Social Capital Theory (SCT) asserts that interpersonal relationships can support increased access to salient resources (e.g., academic and cultural resources; Bourdieu [<reflink idref="bib7" id="ref20">7</reflink>]). Moreover, the term "social capital" refers to "connections among individuals-social networks and the norms of reciprocity and trustworthiness that arise from them" (Putnam [<reflink idref="bib49" id="ref21">49</reflink>], 19). Thus, social capital can serve as a conduit to increased emotional and social support, particularly for individuals facing otherwise unfamiliar situations (Attinasi [<reflink idref="bib5" id="ref22">5</reflink>]).</p> <p>According to researchers, schools can serve as a major source of social capital for students (Lin [<reflink idref="bib38" id="ref23">38</reflink>]). This extends into the college preparation realm (Farmer-Hinton and Adams [<reflink idref="bib22" id="ref24">22</reflink>]). School counselors play a pivotal role in providing social capital as it relates to college information for FGS (Ricks and Warren [<reflink idref="bib52" id="ref25">52</reflink>]). Furthermore, a large repository of research addresses the relationship between SCT and college access, college transition, and college retention, particularly for students from disadvantaged backgrounds (Winkle-Wagner [<reflink idref="bib61" id="ref26">61</reflink>]). FGS are often not privy to the depth of college knowledge (e.g., financial aid options, career planning) possessed by their non-FGS peers, often resulting in increased risk of collegiate attrition and poor adjustment to collegiate norms and expectations (Pascarella et al. [<reflink idref="bib45" id="ref27">45</reflink>]). Through social capital, FGS obtain necessary knowledge and resources that support college attendance and retention.</p> <hd id="AN0157982879-5">Rationale and research question</hd> <p>School counselors often play a pivotal role in supporting FGS in their college-going efforts, especially given the unique assortment of challenges FGS commonly face. While meaningful school counseling literature exists examining school counselors' potential to support these students, scant literature highlights specific school counselor characteristics, dispositions, and actions that FGS themselves noted as being particularly beneficial. Hence, the purpose of the present study is to gain a better understanding of school counselors' impact on FGS' college-going ambitions. Moreover, using a social capital theoretical framework, we explore how school counselors' positionality helped connect students and families with valuable college-related supports and resources. To achieve this purpose, the research question is: "how did comprehensive school counseling services impact FGS' college-going pursuits?"</p> <hd id="AN0157982879-6">Method</hd> <p>The study followed a qualitative research design utilizing thematic analysis for data analysis (Braun and Clarke [<reflink idref="bib8" id="ref28">8</reflink>]). The research team acknowledged the constructionist nature of reality and the phenomenon (i.e., being a first-generation student), and hoped to thoroughly reflect participant experiences (Hays and Wood [<reflink idref="bib32" id="ref29">32</reflink>]). Thematic analysis is a tool which allows for "rich thematic description of ... entire dataset", which provides a "rich overall description" (Braun and Clarke [<reflink idref="bib8" id="ref30">8</reflink>], 83). It is also suitable for research reports guided by a constructionist epistemology (Braun and Clarke [<reflink idref="bib8" id="ref31">8</reflink>]).</p> <hd id="AN0157982879-7">Participants</hd> <p>All human subjects protocol was followed, and Institutional Review Board (IRB) approval was obtained prior to beginning the research study with a purposeful sample (<emph>N</emph> = 5) of recent graduates from a public high school in a southern state. The first author had an established relationship with the school and received approval from the school board for research on FGS and college readiness. Additionally, given the research question guiding this study, this particular high school was chosen as the source for participants because the CSCP model is followed. The school counselors provide individual counseling, group counseling, and classroom instruction. They engage in School-Family-Community Partnerships: they collaborate with a financial aid representative from a nonprofit organization, there are college visits, a yearly college fair, and meetings with families. Additionally, each of the school counselors' caseloads are approximately 250 students, the recommended caseload by ASCA ([<reflink idref="bib4" id="ref32">4</reflink>]).</p> <p>Purposeful sampling was utilized to select participants who were FGS (Palinkas et al. [<reflink idref="bib44" id="ref33">44</reflink>]). The recommended sample size for phenomenological studies is at least five, and the research team collectively decided they had met saturation at this number of participants through assessing recurring themes in the data, capturing the essence of the participant experiences (Polkinghorne [<reflink idref="bib48" id="ref34">48</reflink>]). All twelfth grade students were invited to participate in a mixed methods survey study about college readiness and their future career plans both through email and in-person during the school day, and FGS identifying students were invited to participate in an additional interview. The current five participants met the inclusion criteria.</p> <p>All participants were 18 years of age when interviewed, three identified as female and two as male. Two participants identified as White, one as American Indian, one as Hispanic, and one as Latino. Upon graduating high school, four of the participants enrolled in four-year colleges and universities, and one in community college. Pseudonyms are utilized to protect the first-generation students' (FGS) anonymity.</p> <hd id="AN0157982879-8">Research team</hd> <p>The research team included four qualified qualitative researchers with school counseling experience. Three of the four research team members (RTM) were, at the time, doctoral students in counselor education: RTM 1: First author, White female, FGS, prior high school-school counselor; RTM 2: Second author, Black male, non-FGS, current middle school school counselor; RTM 3: Third author, Black female, non-FGS, prior high school-school counselor. The fourth research team member is a Black female, prior experience as a middle school counselor and current counselor educator. Bracketing of biases and assumptions through both written reflections and video reflections, led to the understanding that the RTM shared the perspective that CSCP are valuable, necessary components of students' college readiness development.</p> <hd id="AN0157982879-9">Procedure</hd> <p>Data was obtained through semi-structured interviews completed by the first and third author. Interviews occurred either in-person or via video conference software depending on the preference of the participant, and lasted an average of 45 minutes. Most interview questions were open-ended questions (e.g., "tell me about your experience applying for college"; "who supported you in your college readiness?"; "what support do you wish you had in preparing for college?"), along with some relevant close-ended (i.e., "how many times did you meet with your school counselor?") and demographic questions. Participants were asked to reflect on and share about their process of college preparation, and any supports or barriers in their college readiness. Line-by-line coding was utilized.</p> <hd id="AN0157982879-10">Data analysis</hd> <p>Thematic Analysis provided the methodological analysis for the current study (Braun and Clarke [<reflink idref="bib8" id="ref35">8</reflink>]). Thematic analysis was inductive, and consisted of identifying, analyzing, and reporting patterns within data (i.e., interviews), allowing for rich description of the data (Braun and Clarke [<reflink idref="bib8" id="ref36">8</reflink>]; Roulston [<reflink idref="bib54" id="ref37">54</reflink>]). The six phases of data analysis provided by Braun and Clarke ([<reflink idref="bib8" id="ref38">8</reflink>]) guided the thematic analysis process. Further guidance was taken from Joffe ([<reflink idref="bib34" id="ref39">34</reflink>]). The RTM began by familiarizing themselves with the data, through listening to the interview recordings and reading transcripts, while making notes of initial ideas and bracketing assumptions. Next, the first two authors generated initial codes separately, and then met to decide on the final coding frame, which was used for coding all transcripts. Then all RTM searched for initial themes, before checking themes worked in relation to coded extracts and the entire dataset to determine final themes.</p> <hd id="AN0157982879-11">Trustworthiness</hd> <p>The semi-structured interview script addressed relational ethics relevant to the counseling backgrounds of the authors, and encouraged participant comfort and honesty (Tracy [<reflink idref="bib56" id="ref40">56</reflink>]). The research team bracketed their prior experiences and possible biases throughout the data collection process. The RTM all shared their experiences of college readiness counseling with FGS and that they believe in the importance of a CSCP, while also acknowledging the barriers PSCs face in their work to provide college readiness counseling. Further, the RTM bracketed their opinion that there is a lack of formal training in counseling graduate programs specifically in college readiness counseling. Audio memos were recorded immediately following the interviews, serving as researcher field notes. Self-reflexivity included coding being completed by the entire research team in an effort to address biases and potential misinterpretations of the interview data (Tracy [<reflink idref="bib56" id="ref41">56</reflink>]). In addition to the RTM, an auditor was used to evaluate the researcher team's interpretations, findings, and conclusions from the data for accuracy and bias. The first author interviewed additional school staff (two professional school counselors and the assistant principal) to allow for more insight on the topic. Member reflections included sending interview transcripts and research findings to participants for their review, with no edits, revisions, or suggestions added (Tracy [<reflink idref="bib56" id="ref42">56</reflink>]). Researchers paid special attention to rich rigor, and allowed knowledge to be constructed through the interview and data collection process (Tracy [<reflink idref="bib56" id="ref43">56</reflink>]). The authors report there are no competing interests to declare.</p> <hd id="AN0157982879-12">Findings</hd> <p>The researchers reached consensus through two formal RTM meetings, and, aligned with thematic analysis (Braun and Clarke [<reflink idref="bib8" id="ref44">8</reflink>]), identified three, broad themes within the interview data related to the research question, "how did FGS experience comprehensive school counseling services in relation to their college going pursuits?" Theme 1: <emph>received school counselors' emotional, motivational, and tailored support</emph>; Theme 2: <emph>increased social capital through accessing school counselors' knowledge & skills</emph>; and Theme 3: <emph>benefited from varied modalities of structured support</emph>.</p> <hd id="AN0157982879-13">Received school counselors' emotional, motivational, and tailored support</hd> <p>This theme represents stories participants shared regarding how their school counselor offered socioemotional support during the time of college preparation, motivated them to start and continue their application process, and individually tailored their counseling services. Several shared how their school counselor showing a vested interest in them as individuals and getting to know them personally positively impacted on their college preparation experience. For instance, Michael shared, "well, there was one time, she [school counselor] would even individually email me scholarships that she was like, 'Hey, you fit all these categories. Why don't you go for this one?'" David recounted a similar experience, noting how his school counselor remembered he was a DACA student and provided opportunities reflecting that knowledge. He said, "I emailed her every now and then, she'd give me resources with different scholarships or different schools I could look into, that would be more willing to give me money as a DACA student." Another participant, Caroline, recounted her school counselor's efforts:</p> <p>My counselor called me in to talk, asked me what my plans were, and then I told her. And so she took me step by step telling me all the things I should be doing, all the tests I should be studying for, prepping for, what college life could be like for me, prompting me to figure out what kind of college I was interested in.</p> <p>Each participant mentioned that their school counselors provided tailored support regarding applying to college and scholarship searching, assistance perhaps otherwise unattainable from home. In fact, one participant, Donna, highlighted her school counselors' efforts to proactively identify FGS. She stated that "at the beginning of the year, they just sent out a survey like, 'Are you a first-generation college student? Would you be interested?' Then we got to do a small group session."</p> <p>Participants also reflected that the school counselors provided meaningful emotional support during their college search. Michael said, "I feel like her just always being there and she responded to emails like right away and that was always comforting." Ashlee expressed similar sentiments saying, "Well, first of all, she listened to my problems because sometimes I would just sit there and just, like, cry." Preparing for college was not an easy process for the participants; stress and anxiety during the process was common. David shared, "She made me feel more confident, there's options for me even when I'm an exception to the rule [referring to his DACA status]." Having a school counselor who showed a vested interest in them as individuals made the process better. Essentially, it was important to the participants that the school counselors knew them as individuals, and intentionally made it known. The FGS repeatedly shared their positive perspectives of their school counselors working with them individually, as summed up by Kyle, "I feel like she went above and beyond [for me]."</p> <hd id="AN0157982879-14">Increased social capital through accessing school counselors' knowledge & skills</hd> <p>The second theme refers to how school counselors' social capital promoted participants' access and matriculation into postsecondary education. The participants shared multiple barriers they had to work through in order to be prepared for college, including financial concerns, lack of personal knowledge, and their families' confusion around the process. Both Ashlee and Caroline detailed how their school counselors contacted financial aid representatives outside of the school system to break down financial barriers to college. Caroline shared how, "She contacted a longtime friend of hers to try to get this friend to help her figure this situation [issues with FAFSA] out." Caroline had concerns about her financial situation, which was compounded by her identity as a female and a minority. Moreover, she said her school counselor helped her find a solution to the problem, and surpassed her expectations by collaborating with multiple outside resources during the college preparation process. Caroline noted she would not have been able to attend college without the help of her school counselor (i.e., social capital). Relatedly, Michael spoke about his experience with the costs of applying to college and how his school counselor helped him understand that he was eligible for free applications, thus opening the possibility to apply to multiple schools.</p> <p>The participants' school counselors acted as consultants or liaisons to the participants' families. Ashlee mentioned, "She [school counselor] did help me a lot with helping my parents understand the financial situation for college." Explaining the process to family was important for Ashlee and multiple other participants as FGS, since their parents had limited experience with the college application and financial aid processes. The participant's school counselors extended the students' social capital through sharing knowledge with the families. The third and final theme arises from the participants' descriptions of the structure of their school counselors' college readiness support.</p> <hd id="AN0157982879-15">Benefited from varied modalities of structured support</hd> <p>Each participant shared how their school counselors supported their college preparation journeys. This was accomplished through direct and indirect school counseling services, many of which participants described. Many participants expressed appreciation regarding their school counselors' "open door policy" for individual counseling, thereby promoting increased school counselor access. Donna recounted an individual career counseling and exploration experience with her school counselor that led to her realizing the future career she wanted to pursue, saying, "I remember the first time I talked to my counselors about it, they were really helpful in saying, 'Yeah, that's an actual career path. It's called speech pathology,' because I had never really heard that term before then."</p> <p>David and Donna also remembered that their school counselor looked over their college application essays. Course planning was also a facet of direct counseling services which benefited participants in their college readiness, as it showed them they had the capabilities to complete college level coursework through opportunities in dual enrollment courses, made their applications more competitive, and also allowed them to enter college with course credits. Two participants described a small group formed by the school counseling department specifically for FGS. There, they would participate in a college readiness group curriculum with both a school counselor and a master's level counseling graduate student from a local university. David recounted,</p> <p>They formed that group and it was about, I think, it was eight of us and we all [had] a variety of different schools we wanted to go to, different grades, different SAT scores. But I thought that was pretty helpful.</p> <p>Donna was also grateful for the small group experience, since it offered extra counseling services due to her FGS identification. The group counseling experience not only provided the participants with social support, but also additional resources to explore their career and college goals.</p> <p>Participants also mentioned both a physical scholarship center in the school counseling office they would frequent to gather more information about scholarship opportunities, in addition to a list on the school website and an Excel spreadsheet the school counselors would share via email. This was an indirect service that FGS particularly appeared to value. David shared, "They'd always be sending out updates on, like the deadline is today, even if you don't think you'll get it, just apply for it. And they always emphasize that fact." This ties in the connection and relationship piece to the structure of support. Michael described the physical space in the counseling office:</p> <p>As soon as you go into the guidance office, to the left, it's like a college wall. There's pamphlets and magazines and just all the information you could ask for on the wall, and I feel like that's definitely plenty, and information on the ACT and SAT on there too.</p> <p>Another structure of support utilized by the FGS was the availability of an outside financial aid organization representative who was in the school on a weekly basis. Half of the participants mentioned using this resource. While this was not direct work with a school counselor, it was a service organized and offered within the CSCP.</p> <hd id="AN0157982879-16">Discussion</hd> <p>In this qualitative study, we interviewed five recent high school graduates identified as FGS to explore how CSCP services impacted their college going pursuits. Three themes emerged: (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support. In this section, we compare these themes within the context of existing educational, school counseling, and SCT literature.</p> <p>The first theme, <emph>received school counselors' emotional, motivational, and tailored support</emph>, validates, and extends previous school counseling literature. Participants extolled school counselors' personalized, caring, and responsive approach to best ensuring their specific needs were met. This finding is consistent with prior school counseling literature (e.g., Bryan et al. [<reflink idref="bib13" id="ref45">13</reflink>]; Davis, Davis, and Mobley [<reflink idref="bib20" id="ref46">20</reflink>]; Gallo, Bardhoshi, and Raush [<reflink idref="bib25" id="ref47">25</reflink>]) supporting the notion that a strong school counselor-student relationship can improve students' access to important resources. Additionally, while prior research supports the efficacy of proactive school counseling frameworks, such as multi-tiered systems of support (Goodman-Scott and Ziomek-Daigle 2021) and the ASCA National Model (2019b), an interesting finding from the present study was how participants appreciated school counselors who proactively offered personalized support and resources (e.g., scholarship information, direct services) instead of awaiting student-initiated contact. This desire for school counselor-initiated contact could be related to FGS' tendency to avoid seeking help, as indicated in prior research (e.g., Garriott et al. [<reflink idref="bib27" id="ref48">27</reflink>]; Lareau [<reflink idref="bib37" id="ref49">37</reflink>]). Accordingly, there appears to be preliminary evidence that these proactive school counselor-led efforts support student persistence, motivation, and confidence.</p> <p>The theme of <emph>increased social capital through accessing school counselors' knowledge & skills</emph> compliments the literature surrounding school counselors' capacity to connect students and families with relevant resources that support students' college-going aspirations (Bryan et al. [<reflink idref="bib13" id="ref50">13</reflink>]; McKillip, Rawls, and Barry [<reflink idref="bib41" id="ref51">41</reflink>]; Woods and Domina [<reflink idref="bib62" id="ref52">62</reflink>]). This is particularly poignant for FGS and their families, who are less likely to have access to college-going information or resources (Roksa and Deutschlander [<reflink idref="bib53" id="ref53">53</reflink>]). Similarly, participants appreciated school counselors' family engagement efforts, consistent with FGS scholarship (e.g., Capannola and Johnson [<reflink idref="bib16" id="ref54">16</reflink>]; Gibbons, Rhinehart, and Hardin [<reflink idref="bib28" id="ref55">28</reflink>]). While FGS' parents may not have completed college, they are an important asset in supporting their postsecondary aspirations (Kiyama and Harper [<reflink idref="bib36" id="ref56">36</reflink>]; McKillip, Rawls, and Barry [<reflink idref="bib41" id="ref57">41</reflink>]). Thus, school counselors would be remiss not to include this vital FGS support system.</p> <p>The final theme of <emph>benefited from varied modalities of structured support</emph> expands the literature surrounding CSCP's potential to promote improved student outcomes. For instance, in this study, participants recounted receiving various direct services from their school counselors, including (a) individualized college and career counseling and (b) small group career counseling. This aligns with research asserting that FGS commonly need individualized educational planning and career preparation support (Dyce, Albold, and Long [<reflink idref="bib21" id="ref58">21</reflink>]; Um [<reflink idref="bib57" id="ref59">57</reflink>]). While prior research supports the effectiveness of school counselor-led interventions (e.g., Kamrath and Brooker [<reflink idref="bib35" id="ref60">35</reflink>]; Meany-Walen et al. [<reflink idref="bib42" id="ref61">42</reflink>]), including career counseling (e.g., Mariani et al. [<reflink idref="bib40" id="ref62">40</reflink>]), scant contemporary empirical school counseling research exists (e.g., Malott et al. [<reflink idref="bib39" id="ref63">39</reflink>]) exploring college readiness within the context of FGS, specifically. Malott and colleagues ([<reflink idref="bib39" id="ref64">39</reflink>]) qualitative study, in part, investigated the experiences of 10 prospective FGS African American high school students who participated in eight week small group sessions centered on college-going and found the experience was a positive and helpful one. Our study's findings largely align with Malott et al. ([<reflink idref="bib39" id="ref65">39</reflink>]) as participants commented positively on the small group intervention's helpfulness. This supports prior research suggesting that small-group meetings can support FGS' college-going pursuits (Unverferth, Talbert-Johnson, and Bogard [<reflink idref="bib59" id="ref66">59</reflink>]). However, unlike previous published research, our study highlights how school counselors' indirect services impacted FGS' college going efforts. Chiefly, participants remarked favorably regarding having (a) a scholarship center located in the school counseling office, (b) scholarships published regularly on the school website and via email, and (c) high school visits by financial aid organization representatives. Affording college is a common concern for FGS (Furquim et al. [<reflink idref="bib23" id="ref67">23</reflink>]). Moreover, considering long standing professional issues such as ratios, burnout, and role incongruence, perhaps these indirect services can prove fruitful in ensuring students' timely access to essential college-going resources is not gatekept merely due to these mentioned professional issues that may negatively impact school counselors' availability (Blake [<reflink idref="bib6" id="ref68">6</reflink>]; Fye et al. [<reflink idref="bib24" id="ref69">24</reflink>]; Woods and Domina [<reflink idref="bib62" id="ref70">62</reflink>]).</p> <p>In sum, the present study complements previous contemporary school counseling literature regarding school counselors as social capital (Bryan et al. [<reflink idref="bib14" id="ref71">14</reflink>]), while advancing our understanding of how this positioning impacts FGS (Malott et al. [<reflink idref="bib39" id="ref72">39</reflink>]), an underexplored topic over the past decade. Undoubtedly, school counselors play a large role in supporting all students' college-going efforts (ASCA [<reflink idref="bib3" id="ref73">3</reflink>]). Applying an equity-based lens, both (a) prior research and (b) the present study's findings concur that FGS college-going needs and supports can, and often do, differ from those of non-FGS, as echoed previously. Indeed, CSCP can support FGS' college-efforts, and school counselors must understand their critical positioning as principal sources of social capital for FGS (ASCA [<reflink idref="bib1" id="ref74">1</reflink>]).</p> <hd id="AN0157982879-17">Implications</hd> <p>The results provide implications for what school counselors can prioritize and enact in their work to meet the unique needs of FGS. The first theme emphasized how students benefit from personal connection to school counselors. "Minute meetings" have become an increasingly popular school counselor intervention, and provide quick yet meaningful opportunities for school counselors to meet with every student. While published outcome data does not exist regarding this intervention, anecdotal evidence indicates that minute meetings are mutually beneficial as they: (a) allow the school counselor to learn more about their students and (b) allow students to have face time, express needs, and build rapport with their school counselor. As seen in the current sample, the college preparation process is emotionally taxing, and check-ins provide an opportunity for school counselors to address the socioemotional components of college readiness.</p> <p>The participants also highlighted how individual counseling, group counseling, and indirect services all were important. Recent research supports school counselors' employment of multi-tiered systems of support (MTSS) in advancing student outcomes (Goodman-Scott, Betters-Bubon, and Donohue [<reflink idref="bib31" id="ref75">31</reflink>]; Sink and Ockerman [<reflink idref="bib55" id="ref76">55</reflink>]). MTSS dovetails neatly with SCT and school counselor practice as MTSS supports the rendering of necessary resources across a wide gamut. Thus, the results support prior research on MTSS while advancing knowledge regarding its efficacy with both FGS and SCT. Additionally, prior research supports the effectiveness of small group counseling in supporting FGS in their college-going endeavors (Unverferth, Talbert-Johnson, and Bogard [<reflink idref="bib59" id="ref77">59</reflink>]). For example, sessions could involve rapport building, inventory taking, test interpretation (e.g., how do my results impact post-secondary plans), developing SMART goals, and personal wellness. School counselors can also use electronic messaging applications, such as Remind ([<reflink idref="bib51" id="ref78">51</reflink>]), to push notifications to groups of students (i.e., FGS) and their families, informing them of important resources and deadlines. School counselors should consider how the participants enjoyed both virtual and physical resources offered by the school counselors.</p> <p>Given the importance of proper financial planning on FGS' college pursuits, school counselors should support students in their efforts to secure adequate funding for college. The school counselor can increase student social capital by offering guardian/student workshops centered on financial readiness. Topics which may be novel to FGS, such as work study, the Free Application for Federal Student Aid (FAFSA), and Stafford loans can be discussed. Also, school counselors can collaborate with college access professionals who assist students and families with college enrollment tasks like applying for financial aid (ASCA [<reflink idref="bib2" id="ref79">2</reflink>]). Organizations such as Upward Bound and Gear Up are often willing to collaborate with schools to provide additional support to students attempting to actualize their post-secondary goals.</p> <p>Lastly, considering well-chronicled professional issues commonly hindering students' prompt access to school counselors, it is imperative that school counselors engage in professional advocacy efforts. For example, school counselors can educate school administrators and faculty on school counselors' role and their vital impact on supporting FGS college-going. Moreover, they can convey to administrators how decreased collateral and inappropriate duties (and, thus, increased student interaction) can positively impact broader school-wide priorities, such as attendance, discipline, grades, graduation rates, and test scores. Ultimately, these advocacy efforts can improve school counselors' ability to proactively support all students, including FGS.</p> <hd id="AN0157982879-18">Implications for counselor educators</hd> <p>Counselor educators can utilize these results to enhance and inform their curriculum on college counseling and college readiness topics. Career planning, exposure, and assistance with college preparation is critical and something that desperately needs to be addressed in training programs of school counselors, to prepare counselors-in-training for their future work in CSCP (Gilfillan [<reflink idref="bib29" id="ref80">29</reflink>]). The results of this study show how college readiness counseling is linked to the personal and emotional domain of counseling as well. The results also provide support for discussion of multiculturally competent college readiness counseling, such as tailoring interventions for FGS populations.</p> <hd id="AN0157982879-19">Limitations and future research directions</hd> <p>Inherent in any research study are limitations and directions for expanding upon the research. Future research studies could include more participants; however, the sample of five meets suggested size of phenomenological study (Polkinghorne [<reflink idref="bib48" id="ref81">48</reflink>]). A potential limitation is that members of the researcher team brought their personal beliefs, assumptions, and biases to the process (Creswell and Poth [<reflink idref="bib19" id="ref82">19</reflink>]); however, the researchers bracketed their assumptions throughout the duration of the study and shared them within this research report. Another future research direction can include both quantitative and qualitative investigations from the school counselors' perspectives on how they are prepared to work with FGS on their college readiness (i.e., their perceptions about skills and preparedness to serve FGS). Additionally, interviews which occur during the college application process could provide more insight into students' experiences. For example, it could be interesting to learn about how FGS feel during college visits, and whether these visits impact behaviors, from a school counseling perspective. The potential for more strengths-based research with FGS is vast.</p> <hd id="AN0157982879-20">Conclusion</hd> <p>There are college readiness strategies school counselors can provide to FGS to assist in their unique needs. Themes found showcase the importance of personalized counseling support, increasing access and availability to resources through relationships, and varying the methods of support offered to students. These findings highlight professional school counseling practices when supporting this population, encouraging professional development and critical reflection when serving these underserved students.</p> <ref id="AN0157982879-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref74" type="bt">1</bibl> <bibtext> American School Counselor Association. 2018. 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Items – Name: Title
  Label: Title
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  Data: 'She Went above and Beyond': How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Brookover%2C+Dana+L%2E%22">Brookover, Dana L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5534-4092">0000-0002-5534-4092</externalLink>)<br /><searchLink fieldCode="AR" term="%22Boulden%2C+Rawn%22">Boulden, Rawn</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7875-9725">0000-0002-7875-9725</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanley%2C+Erin+M%2E%22">Hanley, Erin M.</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Kaprea+F%2E%22">Johnson, Kaprea F.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7127-3370">0000-0001-7127-3370</externalLink>)
– Name: TitleSource
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  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2022 95(4):166-177.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Counseling%22">School Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+Guidance%22">Comprehensive Guidance</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00098655.2022.2080632
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0009-8655<br />1939-912X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative research study contains a focus on first-generation students' perceptions of their school's comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.
– Name: AbstractInfo
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2022
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  Label: Accession Number
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  Data: EJ1358650
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        PageCount: 12
        StartPage: 166
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      – SubjectFull: School Counseling
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Social Capital
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      – SubjectFull: Comprehensive Guidance
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      – SubjectFull: College Bound Students
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      – TitleFull: 'She Went above and Beyond': How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support
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