Peer reviewed
Download full textERIC Number: EJ1076446
Record Type: Journal
Publication Date: 2015
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-2998
EISSN: N/A
Promoting College Access among Latina/o English Language Learners: Implications for Professional School Counselors
Cook, Amy L.; Pérusse, Rachelle; Rojas, Eliana D.
Journal of School Counseling, v13 n18 2015
According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students' academic achievement, including insufficient resources, acculturation issues, attitudinal barriers, immigration factors, and English-language proficiency. Through a literature review, we identify particular school counselor interventions that address these barriers and promote college access among Latina/o ELL students.
Descriptors: English Language Learners, Hispanic American Students, Access to Education, Academic Achievement, Literature Reviews, Intervention, Pupil Personnel Services, Barriers, College Readiness, Achievement Gap, Counselor Role, Acculturation, Racial Discrimination, College Preparation, Partnerships in Education, Racial Attitudes, Paying for College, School Counseling
Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
