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The purpose of this qualitative phenomenological study was to investigate community college student perceptions of academic advising for 12 first-time first-generation (FTFG) General Studies students attending a rural southeastern community college. The phenomenological research approach was utilized to better understand participant experiences by exploring participants' perceptions through their lived experiences. Applying purposeful sampling techniques, five females and seven males were identified, with 11 classified as full-time students and one classified as part-time. One-on-one interviews and focus group were conducted in-person or virtually, using Zoom and Microsoft Teams, with each participant to better understand student perceptions of their initial academic advising perceptions regarding feelings of being unprepared socially and academically, academic advisor connections and attributes, increased engagement in advising activities, and student success from the on-boarding process through graduation. The data collected revealed students took more responsibility for their education, were better equipped to communicate with an advisor, resulting in stronger connections, were better prepared to use college resources and tools, resulting in more intentional and meaningful conversations, and all of these factors led to overall student success. The findings of my research can be used to strengthen institutional policies and procedures, as well as to improve the academic advising experiences of first-generation community college students.

This study examined some differences between continuing and non-continuing special admission students in areas of academic advising in ways that are more systematic and thorough than past research. The premise of the study is that having a clearer understanding of how academic advising affects retention might provide colleges and universities with information to optimize the collegiate experience for special admission students. Therefore, research on the effect academic advising has on special admission student retention might offer insight into how the interactions between student and advisor affect retention issues. A non-experimental descriptive research design was employed to investigate the differences between the independent variables (advising style, frequency of contact, gender match, and race or ethnicity match) and the dependent variable, student retention. There were three sources of data used in this study. First, data were collected from students through the use of the Academic Advising Inventory (AAI) and External Factors of Retention Survey (EFRS) using online survey software. Second, data were collected from existing databases provided by an urban higher education institution. Finally, brief phone surveys were conducted with non-continuing students. Due to low survey response, no statistical analysis for significance was reported in this study. However, patterns observed from the AAI/EFRS and the phone surveys provided the following results. First, continuing special admission students had more advisor contact than non-continuing students. Second, despite continuing students’ higher average scores on the Developmental-Prescriptive Advising Scale (measure for advising style) of the AAI, the higher perceived advising style scores did not suggest a higher frequency of student-advisor contact in the first semester. Third, perceived advising style may have influenced frequency of student-advisor contact among non-continuing students. Fourth, continuing students had a decrease in frequency of student-advisor contact in consecutive semesters. Fifth, the perception of students that their race or ethnicity are respected by their advisor may matter more than a race or ethnicity match. Sixth, gender match was not related to frequency of student-advisor contact for continuing students. Seventh, clearly stating the objectives of a research study and how participation serves the objectives may aid in the recruitment of difficult to reach populations. Eighth, institutional efforts to reach out to these students could influence the students’ decision to continue enrollment.

Background: Prior to the early 1990s, most counselor preparation programs did not have multicultural competencies. Therefore, a call was made for the use of multicultural competencies in counselor preparation programs. Yet, the popularization of multicultural competencies of this time in education had a Eurocentric bent, a kind of colorblindness More recently, scholars confirmed that these Eurocentric multicultural competencies had become the primary template from which counselor preparation programs taught culturally responsive and relevant pedagogy. Therefore, a call was made for the use of critical race theory (CRT) in counselor preparation programs to challenge and change Eurocentric cultural competence. Purpose: This study explored the presence of CRT and culturally relevant pedagogy in an educational counseling master’s program preparing community college counselors. Methodology: This content analysis explored an educational counseling master’s program. Various data collection methods employed included program document analysis, and semi-structured interviews of program faculty/counselor-educators, program student-counselors/alumni. Conclusion: The main findings of this content analysis are that although not explicit, and albeit limited, evidence of CRT themes were inferred in some way in the program’s content; while culturally relevant pedagogy was evident within the variety of counseling techniques employed.

Este proyecto son asesorías de manera virtual que pueden realizarse de manera personalizada. Además, pueden separarse dichas asesorías mediante la aplicación o mediante las redes sociales del proyecto. Su viabilidad se desarrolla en base a la investigación realizada a alumnos preuniversitarios de nivel socioeconómico C de Lima Metropolitana y alumnos universitarios de UPC, Universidad de Lima y USIL de Lima Metropolitana de niveles socioeconómicos A y B. Por ello, se ha podido identificar en el análisis a un grupo de estudiantes que necesitan o requieren asesorías para prepararse en su postulación a la universidad pública o durante la etapa universitaria, en la circunstancia que no comprendan o dominen algún tema en especial. Para validar dicha solución se realizó publicaciones donde se presentó al público para que salga al mercado. Por último, se realizó un plan concierge para estimar la intención de compra del servicio y proyectar los estados financieros, los cuales, estos están respaldados por oportunos desarrollos estratégicos que llevan a cabo un plan de negocio. / This project is a virtual consultancy that can be carried out in a personalized way. In addition, these consultancies can be separated through the app or through the project's social networks. Its viability is developed based on the research carried out on pre-university students of socioeconomic level C of Metropolitan Lima and university students of UPC, University of Lima and USIL of Metropolitan Lima of socioeconomic levels A and B. Therefore, it has been identified in the analysis of a group of students who need or require advice to prepare for their application to the public university or during the university stage, in the circumstance that they do not understand or master a particular topic. To validate this solution, publications were made where it was presented to the public to be released on the market. Finally, a concierge plan was made to estimate the intention to purchase the service and project the financial statements, which are supported by timely strategic developments that carry out a business plan. / Trabajo de investigación

This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency of 10 or more days in each semester. Reasons given for some absences were bereavement for four students (7%) and suspensions for 10 students (18%). Eight out of these 10 students (80%) declined in their grades from the first semester to the second semester. Overall, 33 students (60%) declined in their grades from the first semester to the second semester regardless. Findings related to grades looked at the number of Fs over the two semesters of the seventh-grade school year and at the number of Fs earned in each course. Forty-four students (80%) earned at least one F either semester. Language Arts was the highest failed academic class second semester, with 32 out of 55 students (58%), and Computer Applications was the highest failed elective class for 5 out of 9 students (56%) who took this class second semester. Other findings related to grades were that 0 students (0%) failed only the elective, and only 2 students (4%) failed Physical Education. Additional findings through cluster analysis revealed a connection between failing an elective in combination with failing Language Arts: 81.8% first semester (9 out of 11 students) and 83.3% second semester (5 out of 6 students). Using a cross-tabulation, the highest pattern between the two semesters was for 10 students of the overall 55 (18%) with no Fs both semesters, and the second-highest pattern was for 6 students (11%) with no Fs first semester and 1 F second semester.

For many years graduate and professional education programs for the health professions have sought to increase the diversity of their student body to include students from a wider variety of backgrounds. Increasing the diversity of healthcare providers is an essential component of addressing inequities in healthcare. However, despite initiatives to increase racial and ethnic diversity in the health professions, these professions remain largely White and female. Previous researchers have sought to identify the reasons that racial and ethnic minorities are underrepresented in healthcare, and the barriers to persistence and success. Little research exists explaining why men are underrepresented in the healthcare professions, though many healthcare professions have historically been perceived as caregiving professions, and therefore, as “female work.” The purpose of this qualitative study was to add to the existing body of literature on underrepresented pre-health students by exploring the experiences of racial/ethnic minority and male undergraduate students on pre-health paths. This study included 11 participants who self-identified as intending to pursue a graduate or professional healthcare program and as African American, American Indian, Alaskan Native, Hispanic, or male; all were enrolled at one mid-sized, regional university in the southeastern United States. I utilized semi-structured interviews to investigate the experiences of the participants. The themes that emerged among the experiences of pre-health students, included common influences on career choice, what pre-health students believe they need to do to be competitive, challenges, fears and worries about the future, motivation to persist, resources and support utilized, and planning (or lack of planning) for alternate career paths.