Counseling and Guidance Needs as Perceived by Community College Bound Students and Community College Counselors and Administrators
Counseling and Guidance Needs as Perceived by Community College Bound Students and Community College Counselors and Administrators

Author: John W. Higgins

Publisher:

Published: 1981

Total Pages: 224

ISBN-13:

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The two-fold purpose of this study is (1) to determine differences in perception of counseling and guidance needs between community college bound high school seniors, community college counselors, and chief student services administrators, and (2) to establish the nature and priority of counseling and guidance needs of community college bound high school seniors. Three hundred ninety-nine subjects, representing three sample groups, participated in this study. The groups and the percentage of survey return are as follows: high school seniors (85%); community college counselors (82%); and chief student services administrators (95%). The responses of this total population to the 70 items on the Student Needs Assessment Survey provided the data for this study. An Analysis of Variance statistical design was used to determine the significance of the differences between the perceptions of the three groups. Within the limitations of the study the following major conclusions were drawn: 1. There is a significant difference in the perception of counseling and guidance needs between community college bound high school seniors and community college counselors. 2. There is a significant difference in the perception of counseling and guidance needs between community college bound high school seniors and community college chief student services administrators. 3. There is no significant difference in the perception of counseling and guidance needs between community college counselors and chief student services administrators. 4. There is no significant difference in the perception of counseling and guidance needs between community college bound high school seniors from rural, suburban, city, and metropolitan areas of Western Washington.

Insidious Power: The Structure of Community College Course Placement Counseling
Insidious Power: The Structure of Community College Course Placement Counseling

Author: Carlos Maldonado

Publisher:

Published: 2015

Total Pages: 144

ISBN-13:

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Past research has shown slightly mixed results about the relationship between community college academic counseling and Latino student experiences. Latino student experiences with academic counseling have been shown to be positive within the context of a special program. However, researchers have not examined how academic counseling is related to course access for Latino students. Given limitations of past research, this dissertation sought to examine counselor and Latino student perceptions of academic counseling within the contexts of mathematics and English course placements. I studied two large and diverse community colleges in southern California utilizing an embedded multiple case study design. A total of 34 counselors and 28 Latino students were interviewed using snowball and purposive sampling techniques. Other data collected were: field observations, screenshots of college websites, course catalogs, and other relevant documents and artifacts. Relative Autonomy of the State and Social Identity Contingencies were invoked as guiding theoretical perspectives. The major finding was a relationship between academic counseling and course access for Latino students, and three themes described such relationship. The first theme was a relationship between counselor perceptions about the placement test and perceived accuracy of course placements. Counselors reported that course placements were mostly accurate and did not need cross checking. The second theme was that there was a relationship between counselor perceptions of resources and their perceived role in course placement counseling. Counselors reported that for some students course placements were not accurate, but counselors could not conduct cross checks because they did not have access to the necessary complex resources of authority and ability assessment. The third theme was a relationship between counselor perceptions of Latinos and perceived accuracy of remedial course placements for Latinos. While counselors reported that flaws in course placement accuracy were inevitable, Latino students' remedial course placements were an exception.