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Transcript of AR Presentation 2
Supporting First Generation College-Bound
Students: An Action Research Project
Tina AlcornGraduate Student, School Counseling
University of San Diego
Introduction• College prep• Catholic High
School• All Girls• 42% Hispanic
Concerns
First-Gen students need additional college
support(Saenz et al, 2007)
Due to unfamiliarity of college culture, first
gens lack confidence in the college process
(Davis, 2010)
Context~20% of
students are First-Gens Counselors
could not meet all needs
individually Personal Connection
Purpose of ProjectTo provide support for first generation college bound studentsTo increase cultural competency of graduate student-researcher
Research QuestionCan group counseling support the needs of first-generation college bound students?How can I increase my own cultural competency?
Literature Review
In order to help first generation students,
school counselors may want to identify this
population and implement a
monitoring program. Psychoeducational programs may be
appropriate for service delivery.
(Bryant & Nicolas, 2011)
“Support groups for first-generation
students regarding how to access college and other post-secondary options would be one
way to bridge the college access and opportunity gap”
(Dockery & McKelvey, 2013)
While pre-college programs were helpful for first-
generation students, they also
stressed the importance of
relationships and trust to be
receptive of services and
support in the first place.
(Engle et al, 2006)
Research Method & Design
Reflective practice through action
research not only allows for professional
growth, but it also encourages
practitioners to become more
engaged with the students they serve
(Mertler, 2014)
Case Study:Allows me to explore
everyday experiences,
knowledges, and activities of
participants over a period of time
(Miles, 2015)
Self-Study: Examination of my own reflections in
order to understand my practice more
deeply (Kitchen & Stevens,
2005)
Group counseling
Group counseling has a positive impact
on students and is a component of
comprehensive school counseling
programs (Steen, Bauman, & Smith, 2008)
2-Cycles
4 weeks each cycle
45 minute weekly sessions during co-
curricular block
Data collected after every session
Participant reflective journals
Researcher reflective journals
Intervention
Recruited through screening survey 7 11th grade students
3 Portuguese4 Hispanic
5 Core StudentsStudents who participated from start to finish
All females
Participants
“We are First!”
Qualitative DataCase study: Week 1 activity & Student Reflective JournalSelf-Study: Reflective Journaling
CYCLE 1
Data Collected
Week 1: Introductions
& Ground Rules
Week 2: What does it mean to
be First Gen?
Week 3: College Bound
Week 4: College
Info Session I
Data Analysis(Strauss, A. & Corbin, J., 1990)
• Take apart data from journal reflections and categorize common concepts
Open Coding
• Connect categories and subcategories to develop main categories
Axial Coding
• Identify overall core themesSelective Coding
CYCLE 1 FINDINGS
“I would like in depth explanation of the application process”
“I want to learn more about college and the application process”
“I would like to know how college applications work..”
Most want to learn about college
application process
“They are going through the same things as I am”
“I learned that others in the group experience the same concerns and worries as me”
“…they are also shy about sharing personal information”
Group members
found they were more similar
than different
“I don’t know as many things about college than I thought”
“I don’t really know details about college”
“I really don’t know that much about higher education”
Felt uncertain
about college overall
Student-Researcher Reflection• Need to generate more cultural dialogue• Learn more about students’ cultural values
On Cultural Competency
• More student engagement• The use of silence• Allow more time for students to write in journals
On facilitating a
group
Changes for Cycle 2
Provide college info session that focuses primarily on application process
Most want to learn about
college application
process
Continue with intervention and provide more opportunities to explore cultural similarities and/or differences
Group members
found they were more similar than
different
Create learning opportunities so that members feel more confident about the college process
Felt uncertain
about college overall
Generating Cultural DialogueWhy do you think
your parents value your college education?
Who are some of your cultural icons? Why do you look up to
them?
How do you & your family feel about you going
far away for college?
Case study: Student Reflective Journals & ObservationsExit Survey (Quantitative & Qualitative)Self-Study: Reflective Journaling
CYCLE 2
Data Collection
Week 5: College Info Session on Application
Process
Week 6: Cultural Icons /
Bringing it Back
Week 7: Cultural values College values
Week 8: Being in a
Group / Closing
CYCLE 2 FINDINGS
“I learned that the others come from [H]ispanic and Latina descent”
“I learned the cultural background of others”
“…I learned their heritage that I didn’t know they had”
Members learned more about others’
cultural background
sMy dad wants me to stay close to home but my mom doesn’t mind because she never had the opportunity to leave home”
“I am more open to going further away to college. However, I want to stay in CA to be close to my family”
College location has cultural implications
“I am more confident in the application process”
“I gained much more confidence and reassurance”
“I feel like I have gained a lot of new info and I feel better about applying [to college]”
Students feel more
confident about
college process
Student-Researcher Reflection• Generating cultural dialogue enhances cultural awareness and increases cultural competency
On Cultural Competency
• Use of silence allows students to engage more• Being open and honest with the group makes members open up and trust more
On facilitating a
group
Overall Findings
Exit Survey• 10 Items
• 8 Agree | Somewhat Agree | Disagree• E.g. “The support group helped me better
understand myself” • 2 Open-ended prompts
• “What did you enjoy most about the support group?”
• “What could have been done to support you better?”
• Agree or somewhat agree on all 8 items• Facilitator effectiveness• Support group helpfulness• Would consider group counseling in the future
• Coding of 2 open-ended items
Overall Findings
• More confident about college process• Feel less alone• Empowered
Can group counseling support the
needs of first-generation
college bound students?
• Learning how to generate cultural dialogue
How can I increase my own cultural competency
?
All Data Sources
Project LegitimacyProlonged engagementPeer & faculty debriefingMember checking
LimitationsNo male participantsHigh achieving students Lack of consistencyResearcher-designed instruments
Implications
Providing more support groups to meet the needs of first gen students
Generating cultural dialogue to strengthen cultural awareness
My practice
Modest evidence positive impact of group counseling
Students’ cultural values impact college decisions
Contribution
Group curriculum for working with first generation students
All-boys and mixed-gender school settings
Future Research
Final Thoughts
Impact of group counseling
Knowledge is power
Ask and you shall receive
Working with First-Gens
ReferencesBryant, J. K., & Nicolas, J. (2011). Supporting and Preparing Future First-Generation College Students in the High School Environment: Implications for School Counselors. Michigan Journal Of Counseling: Research, Theory, And Practice, 38(2), 17-26.
Davis, J. (2012). The first generation student experience: Implications for campus practice, and strategies for improving persistence and success. Sterling, VCA: Stylus Publishing.
Dockery, D. J., & McKelvey, S. (2013). Underrepresented college students’ experiences with school counselors. Journal of School Counseling, 11(3), no. 3.
Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the Source: What Works for First-Generation College Students. Washington, DC: The Pell Institute.
Kitchen, J. & Stephens, D. (2005). Self-Study in action research: Two teacher educators review their project and practice. Ontario Action Researcher, 8 (1).
Mertler, C. A. (2014). Action research: Improving schools and empowering educators (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Miles, R. (2015). Complexity, representation and practice: Case study as method and methodology. Issues In Educational Research, 25(3), 309-318.
Saenz, V. B., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in My Family: A Profile of First-Generation College Students at Four-Year Institutions Since 1971. Los Angeles, CA: Higher Education Research Institute.
Steen, S., Bauman, S., & Smith, J. (2008). The preparation of professional school counselors for group work. Journal For Specialists In Group Work, 33(3), 253-269.
Zink, K., & Littrell, J. M. (2000). Action research shows group counseling effective with at-risk adolescent girls. Professional School Counseling, 4(1), 50.
Thank you!Tina [email protected]