Aarticle Critique High School Students' Recomendation for Support

¡Apóyenos! Latina/o Student Recommendations for High School Supports

Jacqueline A. Kortz

Sam Houston State University

¡Apóyenos! Latina/o Student Recommendations for High School Supports

The article “¡Apóyenos! Latina/o Student Recommendations for High School Supports” is based on a study that explores the concerns and problems that Hispanic young people are confronting at the high school level as they seek to achieve their career goals. This study examined 401 Latino high school students’ postsecondary plans and their responses to open-ended questions regarding how schools help Latina/o students to achieve their goals. In addition, it analyzes different aspects such as schools’ academic and motivational supports, and information about financial aid, college, and careers. As well as raising the issues of Latina/o cultural resources and the elimination of racism and discrimination, this article addresses the importance of professional school counselors in understanding the cultural issues affecting Latino students’ success in their postsecondary educational goals or training plans.

Purpose of the Article

The purpose of this article is to understand the Latina/o students’ perceptions about what schools should be doing to support the accomplishment of these students’ postsecondary plans. This study is based in the general framework of social cognitive career theory in order to recognize career-related behavior for minority groups, as well as others’ theoretical frameworks to support their analysis. It also clarifies the importance of contextual support for promoting career development in youth and adolescents. The researchers highlighted the use of quantitative methods to test whether concerns about postsecondary schooling, career information, and school support suggestions varied by gender or language of the survey respondents. The methodology used in this study was mixed, testing the themes produced by the participants’ writing responses. This study details the composition of the population as follows: 97.8% identified themselves as Latina/o, 1.3% specified Mexican, and 1% identified themselves as multiracial. In addition, 70.8% of participants were female and 28.4% were male (Very small percentage declined to identify themselves as female or male). The question about postsecondary plans was: “What are your plans immediately following high school?” And the questions regarding suggestions for supports were: “What advice do you have for schools to better help Latinos and Latinas like you to achieve their plans? What do schools do and/or what should they stop doing?” A detailed data analysis resulted in nine themes described quantitatively and as percentages.

Main Points of the Article

For postsecondary plan data, statistical chi-squares were used, and the results showed that the majority of participants planned to continue their education or begin specialized training after high school. Boys were more likely to report that they did not plan to continue their educations, and they were less likely to plan on at least a two-year college career than girls. There were 15% who did not indicate that they had any postsecondary plans, and these were more likely to be boys responding in Spanish. They may be at high risk of not continuing their education after high school. Furthermore, they are likely to have less exposure to information regarding career preparation and more likely to plan to work part-time or full-time after high school than their counterparts who responded in English.

Regarding suggestions for supports, the responses showed the following. (1) General motivational and informational support was the theme with the most frequent suggestions at 27.4%. Latino students as a minority ethnicity receive less encouragement from teachers, whom they also see as having lower expectations of them than they do of non-minority students. It shows a disconnection from value information within their schools. (2) In terms of programs and community engagement, 24.7% Latinos reported that they are less likely to be involved in clubs and sports than other students. Thus, it may be important that schools provide more programs, clubs, and activities for Latinos and other minority groups to develop a sense of belonging and more relationships with other students and the community. (3) In regard to academic and school support, 16.2% of participants expressed concern about the English Language Learners (ELL) curriculum being less challenging, and they perceive it as not offering good preparation for college. (4) Concerning positive self-talk, for 15.2% this represents the kind of positive message and encouragement that Latino students would like to hear from teachers, counselors, and administrative personnel. (5) Financial aid and scholarships are a concern for 14.5% seeking funds for college; this affects not only Latino students but also their families, and it was noted that such support is even more difficult to attain for students without documentation. (6) Ending discrimination and increasing access was a concern for 13.7% of the responses in Spanish, which suggested the importance of ending discrimination and advocacy for changing federal policies regarding immigrants’ work and education. (7) Focused college and career support was seen as deficient by 12.7% of participants, who noted the lack of guidance and the need for more information regarding college preparation, starting as early as the freshman year. (8) In terms of Latina/o personal and cultural knowledge, 8.5% saw a need to promote concepts related to diversity and knowledge of Latino culture. (9) For the last theme, dealing with sufficient support, 3.5% noted a highly supportive environment regardless of the contextual limitations. This study suggests a lack of critical consciousness in Latina/o students. In conclusion, the themes of the suggestions showed possible directions for measuring school-based support for Latino students including quantity and quality of attention. In addition, the study points to a need for analysis regarding the number of Latino teachers, counselors, and administrators to keep track and follow up on coursework selections to ensure students’ postsecondary options, more information regarding financial aid and scholarships for students and parents, and the need to avoid cultural biases and racism and to reinforce diversity and multicultural populations. More relevant actions and strategies are needed to motivate and support Latina/o students who wish to pursue their postsecondary education plans in order to help ensure their success.

Personal Reflection

The article is based on a powerful study that describes the importance of support to Latino students in high school in a variety of aspects, such as motivation, programs, activities, and clubs that promote Latino student engagement and a school-community connection. In addition, more support is needed for academic assistance, providing detailed information about colleges, careers, and financial aid and scholarships. Just as important is the need to reduce or eliminate discrimination and racism while promoting knowledge of Latino culture within the schools. Support and motivation are seen as significant aspects that can make a difference in outcomes for the Latino student population. However, to ensure the relevance and meaningfulness of this study, it will be important to analyze in depth schools’ leadership and counseling programs, particularly those of the schools attended by the participants in this study. Also critical is understanding that the role of high school counselors is very important; they have a responsibility to cultivate the postsecondary plans and career development of all students. They are, as well, in a position to address the personal and academic problems faced by students. Latino students, in particular, experience problems with language and frustration in attempting to negotiate a system that is unfamiliar to them. Counselors can address such needs in Latino students’ and minority students’ groups.

Reference

Brown, K., Luginbuhl, P.J., McWhirter, E.H. (2013). ¡Apóyenos! Latina/o student recommendations for high school supports. Journal of Career Development, Published online 14 January 2013. doi: 10.1177/0894845312470511.