prgrmproposal presentation

8/13/2019 PrgrmProposal Presentation

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DATE FALL 2013 AMARILIS ARGUETA::CASSIE HUERTAS:: SARAH BURGOS

PROGRAM PROPOSALCLD NEWCOMER COLLEGE & CAREER READINESS

Tuesday, November 12, 2013


2/21

COMMON ISSUES facing CLD students

acculturative stress

anxiety, depression

racism

stress of learning a second language

poverty

identity crises

(Elizalde-Utnick, 2010; Sinacore, Park-Saltzman, Mikhail, & Wada, 2011)



3/21

CAREER ISSUES facing CLD students

lower career self-efficacy

lack of culturally sensitive career development programs

disconnect between initial goals and outcomes

higher representation of minorities among high school drop outs

Latinos, in particular:

largest ethnic group in the U.S.

historically low employment training*

historically low college enrollment*

historically low high school graduation rates*

*compared to dominant culture

(Mitcham, Greenidge, Bradham-Cousar, Figliozzi, & Thompson, 2012; Zalaquett & Baez, 2012)



4/21

systemicinequalities40% students of CLD backgrounds

schools structured to serve dominant

culture

CLD students disproportionately

represented in:

special education

disciplinary actions

placement decisionsacademic performance

(Chu, 2011; Gndara & Maxwell-Jolly, 1999; Sullivan, 2011)



5/21

RECOMMENDATIONS

FOR INTERVENTIONsocial justice and advocacy (Mitcham et al., 2012, p.3)

differentiation of career services

counselor self-awareness

researching students cultures

communicating respect

(Elizalde-Utnick, 2010; Zalaquett & Baez, 2012)



6/21

SPECIFIC INTERVENTIONSorientation groups for newcomers

involving parents, family

ESL classes for parents

counseling services in native languages

teaching goal setting and decision-making skills

exposure to wide variety of occupations + in depth knowledge of careers

life planning vs. career planning (collectivist cultures)

pair interventions with community resources

pair students with mentors of same/similar CLD background

(Elizalde-Utnick, 2010; Grier-Redd, Arcinue, & Chahia, 2012; Martin, Morrow, Jackson, Pea, FitzGerald, & Seng, 2009; Mitcham et al., 2012;Sinacore, Park-Saltzman, Mikhail, & Wada, 2011)



7/21

TARGET GROUP:

RATIONALE:

PURPOSE:

CLD newcomer students

10th-12th grade

immigrated to U.S. over 1 yr ago

intermediate level of English

lack of culturally sensitive career

development programs; CLD students

underrepresented in college enrollment &

STEM careers

help CLD newcomer students effectively

navigate U.S. college & career system;

provide better grasp of how to achieve

occupational success in U.S.



8/21

GOALS

open up career options

increase career identification

demonstrate education & career link

match talents & interests to careers

provide college & career readiness skills

engage parents & family



9/21

RECRUITMENTlist of all students who meet selection criterion:

CLD newcomer student

10th-12th grade

in U.S. for at least 1 year

intermediate level of English (at least)

speak with teacher about who would benefit most

interview students {volunteered & recommended}

call parents to get permission



10/21

RESOURCES NEEDEDmentors/internships from community

promotional posters/flyers, letters home to parents (postage),

translated materials

initial big meeting: gym, chairs, tables, presentation boards, careerinfo sheets with salary & job growth information, career posters,

community and STEM career representation, snacks/food/drinks,

translators

weekly/monthly meetings: office space or empty classroom, chairs,

career assessment inventories, computers/laptops



11/21

IMPLEMENTATION PLANPHASE ONE BIG MEETING



12/21

PHASE 1: BIG MEETINGlarge career fair forallstudents

essential information provided

parents/family of CLD students invited

ensure translators available

tables representing wide variety of career fields

career info sheets

community involvement/businesses represented

STEM careers highlighted

career professionals of CLD backgrounds represented at each table

engaging: creative demonstrations, door prizes, etc.

snacks/food to create welcoming atmosphere



13/21

PHASE TWO WEEKLY SMALL GROUPS

IMPLEMENTATION PLAN



14/21

PHASE 2: SMALL GROUPSweekly sessions for 10 weeks

small group of 10 students or less

students chosen for groups via interviews {volunteers & recommendations}

possible session topics:

understanding careers and expectations in U.S.

reflection of careers and culture in home country & U.S.

integrating family through career genograms

interests, abilities, goals, and personal narratives

career resources and assessment

assessment results and lining up with academic & career goals

matching students to potential internship sites

creating a vision board



15/21

PHASE THREE MENTORSHIP::INTERNSHIP

IMPLEMENTATION PLAN



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PHASE 3: MENTORSHIP-

INTERNSHIPlist of internship, volunteer, or job sites associated with a wide

variety of careers

students placed in relevant internship sites corresponding to area

of career interest

students matched with supervisors at internships to act as

mentors to students on the job

mentors trained or given set of guidelines to assist them

students matched with mentors of same/similar CLD background

internship experience= 1 year at least

sites provide feedback on student progress



17/21

PHASE FOUR FOLLOW UP

IMPLEMENTATION PLAN



18/21

PHASE 4: FOLLOW UP

once 10 wk group is over, continue monthly sessions

monthly groups= 10-20 students per session

sessions to cover additional topics:

resume writing

interview skills

college application process

financial aid

budgeting/money workshop, etc.

students report on internship sites- successes and struggles

parents & family members invited to monthly meetings



19/21

EVALUATION & ASSESSMENT

pre & post-group survey

internship hours and supervisor reports

absences/tardies

college application & registration

grades

self-reports

teacher feedback



20/21

CLD students will feel confident in skills &

future goals

CLD students will identify several realistic

college & career goals

CLD students will be more motivated

academically, better understanding theacademics and career link

more CLD students will apply for college or

vocational programs

successful alumni of program will serve as

mentors to younger students

EXPECTED

OUTCOMES



21/21

REFERENCESChu, S. (2011). Perspectives in understanding the schooling and achievement of students from culturally and linguistically diverse backgrounds. Journal Of

Instructional Psychology, 38(3/4),201-209.

Elizalde-Utnick, G. (2010). Immigrant families: Strategies for school support. Principal Leadership, 10, 12-16.

Gndara, P. & Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates. University of

California, Davis. 2, 4-14. Retrieved from http://research.collegeboard.org/publications/content/2012/05/priming-pump-strategies-increasing-achievement-

underrepresented

Grier-Reed, T. Arcinue, F., and Chahia, R. (2012). Constructivist career counseling with Asian American college students. Career Planning and Adult Development

Journal, 28(1),15-26.

Martin, S.B., Morrow, J.R., Jackson, A.W., Pea, E., Fitzgerald, S., & Seng, S.(2009).vDevelopment & implementation of a school-based health promotion program

to increase hispanic ninth grade students career awareness. Tahperd Journal,12-15.

Mitcham, M., Greenidge, W, Bradham-Cousar, M., Figliozzi, J. & Thompson, M. (2012). Increasing career self-efficacy through group work with culturally and

linguistically diverse students.Journal of School Counseling, 10, 1-26.

Sinacore, A.L., Park-Saltzman, J., Mikhail, A., and Wada, K. (2011). Falling through the cracks: Academic and career challenges faced by immigrant graduate

students. Canadian Journal of Counseling and Psychotherapy, 45(2),168-187.

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3),317-334

Zalaquett, C. and Baez, J. (2012). Career counseling with Hispanics/Latinos/as. Career Planning and Adult Development Journal, 28(1),57-71.
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