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 Alcorntalcorn@sandiego.edu