An Investigation of High School Counseling Programs as a Reflection of a College-Going Culture
| dc.contributor.advisor | Lee, Courtland C | en_US |
| dc.contributor.author | Park, Denise | en_US |
| dc.contributor.department | Counseling and Personnel Services | en_US |
| dc.contributor.publisher | Digital Repository at the University of Maryland | en_US |
| dc.contributor.publisher | University of Maryland (College Park, Md.) | en_US |
| dc.date.accessioned | 2013-02-07T07:03:34Z | |
| dc.date.available | 2013-02-07T07:03:34Z | |
| dc.date.issued | 2012 | en_US |
| dc.description.abstract | The purpose of this study is to investigate high school counseling programs as a reflection of a college-going culture. A qualitative thematic analysis is used to examine four school counseling programs at high schools in a school district located along the Eastern seaboard of the United States. In order to increase the likelihood of identifying aspects of school counseling programs that are successful in reflecting a college-going culture, only high schools with high college-going percentage rates were selected for this study. College-going culture theory, including the nine college-going culture principles, as proposed by McClafferty, McDonough, and Nunez (2002) is used as a framework for this study. The college-going culture principles operate as themes to help categorize school counselor activities and measure whether the school counseling programs reflect a college-going culture in the schools. A methodological triangulation is employed to identify planned college-going activities within three information sources from each school: school counselors' management plans, school counseling websites, and the school counseling departments' calendars. Results suggest that collectively, the four selected schools plan college-going activities that are consistent with all nine college-going culture principles, thus suggesting that there is a college-going culture that is strongly supported and reflected by the school counseling departments in these schools. Suggestions, based on these findings, for how other schools might improve their college-going culture are included. Implications for promoting cultural reform to support college access and success for all students are also discussed. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1903/13629 | |
| dc.subject.pqcontrolled | School counseling | en_US |
| dc.title | An Investigation of High School Counseling Programs as a Reflection of a College-Going Culture | en_US |
| dc.type | Dissertation | en_US |
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