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Nine Components of Effective Outreach

• Culture of the Student• Family Engagement• Peer Groups• Knowledgeable and Available Counselors• Mentoring• Rigorous College Prep Curriculum• Co-curricular Activities• Timing & Structured Programs• Cost of Program Delivery – a cost analysis

of effect

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Week #2

Social Class + Counseling/Guidance =

College Educational Opportunities

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Hossler’s Model of the College Choice Process 1. Predisposition Phase – (7th grade or earlier) student decides

whether to attend college, student decides “I want to go to college”. Begins with career and occupational aspirations

2. Search Phase – (10-11th grade) student searches for general information about colleges, forms a choice set, considers several specific colleges, visit colleges, seeks guidance,

3. Choice Phase – (11-12th grade) narrows down to a single college/university

In the Search and Choice Phases a number of factors have been found to be consistently influential: parents, college size, location, academic programs, reputation, prestige, selectivity, alumni, students peers, friends, and guidance counselor, financial aid (how much and what kind).

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3 categories of influences on the college choice process

1. Social psychological factor– school right fit, size, location, campus social climate, cost, major.

2. Economic factor– view college choice as an investment decision, std perceives cost benefits in choice of college. what the return on my investment, cost/benefit factors weighs in

3. Sociological status attainment factor - legacy and SES background of the family may come into play, parents begin grooming early where they want their children to go to college

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Cultural Capital - anything transmitted (+ or –) that gives one an advantage or disadvantage in life, it is symbolic good that is most useful when it is converted into economic capital. – Therefore, Cultural Capital can be considered

anything in your personal and social background that helps or hinders you during your life:

– Income – wealth – educational qualifications– gender– race & ethnicity – even religion can under certain circumstances be an

advantage or disadvantage for your life changes

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Forms of Capital = economic, social & culturalTypes of Cultural Capital1. Embodied – within the individual; it is both the

inherited and acquired properties of one’s self: character, way of thinking, linguistic ability, beauty.

• Strongly linked to one’s habitus

2. Objectified – things which are owned, can be transmitted physically (wealth), purchased (art, beauty); something owned

• However, if it’s not understood, valued or appreciated; does not have the embodied cultural capital along with it.

3. Institutionalized – institutional recognition, like education, degree, career, certain skills. Allows easier conversion of cultural capital to economic capital

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Habitus – refers to the deeply internalized permanent system of outlooks, experiences and beliefs about the social world that an individual gets from their immediate environment. It is a common set of subjective perceptions held by all members in the same group or class that shapes an individual experiences, attitudes and aspirations. – Those aspects of culture that are anchored in the body or daily practices

of individuals, groups, societies and nations. It includes the totality of learned habits, bodily skills, styles, tastes and other non-discursive knowledge that “goes without saying” for specific groups.

Bounded Rationality – students will limit the # of alternatives actually considered (my SAT or GPA too low, college too expensive, can’t live away from home, etc. will rationalize their decisions for the college they will attend.)

– The school, family, and community all influence college-bound seniors and shape their aspirations and sense of entitlement. Social class affects the resources that individuals have at their disposal to make choices about where to go to college

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• Counselors can have a greater impact on college going of poor students and underrepresented students if they:

1. Receive greater pre-training and professional development for the college advising and student aid advising

2. Given more support to focus on college prep responsibilities

3. Build trust with underserved students and families4. Stay abreast of college admission requirements, fin aid

and how to finance higher education5. Increase commitment to support students’ college

aspirations and promote a college going culture

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Six conditions need to promote a college going culture in schools

1. COLLEGE-GOING CULTURE (where adults and peers see college-going as expected and attainable, and where they see the effort and persistence that preparation for college requires as normal (identity development)

2. MULTICULTURAL, COLLEGE-GOING CULTURE IDENTITY (confidence and skills to negotiate college without sacrificing one’s own identity and connections with one’s home community (bridging students’ multiple worlds)

3. RIGOROUS ACADEMIC CURRICULUM (A-G courses, honors/AP courses, engagement with significant subject matter (access to knowledge)

4. HIGH QUALITY TEACHING (A-G courses, honors/AP courses, engagement with significant subject matter (access to knowledge)

5. INTENSIVE ACADEMIC AND COLLEGE-GOING SUPPORT (academic tutoring, SAT prep, coaching about college admissions, financial aid, etc. (support beyond the classroom and access to the “hidden curriculum” of the college track)

6. PARENT/COMMUNITY CONNECTIONS RE: COLLEGE-GOING AND ACADEMICS (parent seminars on curriculum, teaching, and college going (access to knowledge about college preparation and to college-savvy social networks)