Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

Browse

Filters

20121

Settings

Author: search.filters.author.Ostvik-de Wilde, Marte ErinSubject: search.filters.subject.School Counseling

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    An Investigation of School Counselors' Role in Promoting College-Going Culture in High Schools
    (2012) Ostvik-de Wilde, Marte Erin; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    High school students face numerous challenges on the path to college, including aspirational barriers, and obstacles related to application and enrollment. College-going culture, which is essential for all students' success, is conceptualized in this study as consisting of the following components: beliefs and expectations of key stakeholders, specific activities and programs that exist in the schools, and measurable outcomes that exist across and amongst student populations. This study utilizes data from the High School Longitudinal Study (2009) to examine the relationship between school counselors' beliefs and behaviors, and how they relate to certain elements of college-going culture in high schools. Results from conducting Logistic Regression Analyses and Multiple Regression Analyses suggest that as school counselors' perceptions of principals' expectations of students increases, the likelihood is that counselors' expectations of students will increase. Results also indicated that school counselors' high expectations for students were a significant predictor of a college access program in schools. Furthermore, school counselors who placed top priority on assisting students with postsecondary schooling preparation were more likely to spend a greater percentage of time engaged in college readiness activities.