It’s human nature: Difficult conversations are often the easiest ones to avoid.
Yet when it comes to discussions surrounding diversity, bias, and cultural fluency, educators owe it to themselves and the students they serve to tune in.
Next month, attendees at NACAC’s national conference in Boston will have the opportunity to do just that. Two interactive Real Talk sessions—one addressing workplace issues, the other focused on the needs of students and families—will be facilitated by Lisa D. Walker, former director of Cross Cultural Student Development at the University of California-Berkeley.
“Good conversation and effective dialogue can inspire us to change individually and collectively,” Walker told Admitted. “In my experience, those changes often start small but can gain momentum over time.”
Counting on Federal Work-Study funds to help pay for college?
Officials at the US Department of Education want to make sure students understand the program’s quirks. For instance, being awarded work-study funds doesn’t guarantee you a job.
“Some schools may match students to jobs, but most schools require the student to find, apply for, and interview for positions on their own, just like any other job,” according to a recent article shared on the department’s Homeroom blog. “Either way, students who are interested in work-study or who have already been awarded work-study should contact the financial aid office at their school to find out whether positions are available, how to apply, and how the process works at their school.”
A freshman college student in Tennessee isn’t experiencing buyer’s remorse over her college choice. But she has some issues with the way she was told to shop for one.
“I was also told by counselors to apply to 100 colleges. I was never told why that number was chosen, but my peers were told the same,” Anisah Karim, now a psychology student at the University of Memphis, wrote in Chalkbeat.
“We were often pulled out of class to complete these applications, which took away from instructional time — about an hour per day. My high school also ran on an infraction system, and not turning in college applications and other documents led to disciplinary actions.”
Like many college counselors, the only T-shirts I own are college T-shirts. Last week, I wore lots of them during a beach vacation. Since the only time I usually wear them is at the gym at 5 a.m., I don’t usually get many reactions. However, at the beach, people would respond to the college on the shirt, and it became challenging to know how to respond:
Person at Beach: I WENT TO TEXAS A&M!
Me: That’s nice.
PAB: DON’T YOU JUST LOVE IT? (At the beach, people scream when they see their college on a T-shirt.)
Me: I think it is one of the greatest large universities in the US.
From negotiating language and cultural divides to interacting with agents, US high school counselors face unique challenges when advising international students about their postsecondary options, according to a new report from NACAC.
Interview respondents reported that international students often have difficulty understanding vocabulary and slang specific to the US college admission process. And counselors themselves said they were uncertain of how best to collaborate with agents — professionals contracted by schools and universities to recruit international students or hired by families for college counseling services.
College enrollment rates increase when high schools cover the cost of college entrance exams, new research suggests.
The finding — published by Education Finance and Policy — is based on a study of six classes of high school juniors who attended Michigan schools from 2003-04 to 2007-08. The state has required teens to take a college entrance exam since 2007.
“Overall, the policy increased the probability that students would enroll in college by about 2 percent,” according to an Education Week article about the new research. “Students at schools with higher poverty rates increased their college enrollment rates by 6 percent, and those students who had a low to middling probability of taking the ACT before the policy took effect saw their rates improve by 5 percent afterward.”
Money talks. It’s an old adage, but it rings true even when it comes to college graduation rates.
A new study from Oregon State University found that both the socioeconomic status of a college’s student body and the school’s own revenue and expenditures are significant predictors in whether first-time students will complete their degree and graduate within six years.
Researchers focused solely on four-year broad access institutions, which are colleges and universities that accept 80 percent or more of their applicants.
“For those students, resources really matter, in a way that is different from the population as a whole,” Gloria Crisp, the study’s lead author, said. “That finding is consistent with the persistent inequities in college completion rates for these underserved populations.”
NACAC expressed its strong support today for the reintroduction of the DREAM Act, which would provide certain undocumented students the opportunity to become lawful permanent residents and eventually apply for citizenship.
The DREAM Act, first proposed in the early 2000s and reintroduced this afternoon by Senator Lindsay Graham (R-SC) and Senator Richard Durbin (D-IL), would also allow states to grant in-state tuition to DREAMers — making a college degree more affordable for thousands of students.
After 67 years working with students, one of NACAC’s most experienced members has stepped away from the desk.
Lillian Orlich retired last month from her position as a counselor at Osbourn High School in Manassas, Virginia. She spent all but three years of her career serving students in the Manassas area, first as a teacher and then as a counselor.
“Her former students and counselees became doctors, lawyers, accountants, and landscapers,” according The Washington Post. “Manassas City Major Hal Parrish was in her social studies course in the late 1960s. NBA legend David Robinson checked into her office in the early 1980s.”