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SubmittedOpen Access (License Unspecified), Open
Journal article
High School Guidance Counselor Recommendations: The Role of Student Race, Socioeconomic Status, and Academic Performance
Journal of applied social psychology, v 41(3), pp 536-558
01 Mar 2011
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study explored the relation between student characteristics and counselor recommendations. Based on a sample of 1,713 students, the results indicate that counselors recommended community colleges to students from lower socioeconomic status (SES) backgrounds more strongly than to students from higher SES backgrounds and recommended 4-year institutions more to students from higher SES backgrounds than to students from lower SES backgrounds. White counselors were more likely to recommend admission-related activities toward 2-year colleges to White than to Black students. In addition, for upper-class students, recommendations toward community college were stronger for Whites with low academic performance than for Blacks with low performance; the reverse was true for upper-class students with strong academic performance. Areas for future research are identified.
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Details
- Title
- High School Guidance Counselor Recommendations: The Role of Student Race, Socioeconomic Status, and Academic Performance
- Creators
- Frank Linnehan - Drexel UniversityChristy H. Weer - Salisbury UniversityPaul Stonely - Natl Commiss Cooperat Educ, Boston, MA USA
- Publication Details
- Journal of applied social psychology, v 41(3), pp 536-558
- Publisher
- Wiley
- Number of pages
- 23
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Management
- Web of Science ID
- WOS:000288704400002
- Scopus ID
- 2-s2.0-79952821182
- Other Identifier
- 991021885797504721
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- Collaboration types
- International collaboration
- Web of Science research areas
- Psychology, Social