About the Book
Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations.
The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’ most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.
Table of Contents:
Foreword; James L. Moore, III.
Acknowledgment.
Chapter 1. Advocating for School Counselors' Role in Students' Career Development and Postsecondary Transitions; Mary Edwin and Diandra J. Prescod.
Chapter 2. Using Data and Accountability Strategies to Close College and Career Readiness Gaps; Anita A. Young and Ileana Gonzalez.
Chapter 3. School Counselors as Leaders: Best Practices for Developing Postsecondary Readiness Programming; E. C. M. Mason, Carla B. Cheatham, Beth H. Gilfillan, Bobby B. Gueh, H. Brent Henderson, and Adrianne Robertson.
Chapter 4. Preparing Students for Uncertain Futures: The Role of College Knowledge and Student Preferences for Receiving College and Career Information; Timothy A. Poynton and Laura Owen.
Chapter 5. Using Equity-Focused School-Family-Community Partnerships to Enhance Career Development and Postsecondary Transitions for Students of Color; Mary Edwin, Latoya Haynes-Thoby, and Julia Bryan.
Chapter 6. Serving Native American Children and Families: Considering Cultural Variables; Carol Robinson-Zañartu.
Chapter 7. Factors Impacting Postsecondary Transitions for Black Students; Erik M. Hines, Mia R. Hines, Bobbi-Jo Wathen, Paul Singleton II, Sophia L. Ángeles, Tyron Slack, and Damian Brown Jr.
Chapter 8. Culturally Responsive Postsecondary Advising for Latinx Students; Diana Camilo and Robert Martinez.
Chapter 9. School Psychologist and School Counselor Collaboration to Support the College and Career Readiness of Immigrant and Refugee Youth; Desireé Vega, Jaclyn N. Wolf, Marie L. Tanaka, César D. Villalobos, and Ayanna C. Troutman.
Chapter 10. Facilitating Career and College Readiness for Students With Disabilities; Amy Milsom and Allyson Murphy.
Chapter 11. We Need Support Too: College and Career Readiness Needs of Gifted Students; Renae D. Mayes, Lia D. Falco, Alyssa F. Begay, and Cassandra L. Hirdes.
Chapter 12. Preparing LGBTQ+ Students for Postsecondary Transitions Through Career Development; Eunhui Yoon, Michael Morgan Jr., and Viola May.
Chapter 13. Black Student Athletes: Readiness Versus Eligibility; Paul C. Harris, Joseph M. Williams, Chauncey Smith, Miray D. Seward, Liana Elopre, Ellie C. Wengert, and Joshua Rauguth.
Chapter 14. Meeting the Unique Needs of First-Generation College Students: An Exploration of Psychosocial Theory, Postsecondary Transition, and Career Development; Jonique R. Childs, Jennifer Sánchez, and Grace W. Wambu.
Chapter 15. Using Hip-Hop Practices to Foster College and Career Readiness; Ian P. Levy, Justis Lopez, and Erik M. Hines.
Chapter 16. The Role of the School Counselor in Creating Equitable Opportunities Postsecondary Success Through Self-Awareness, Career Exploration, and Academic Rigor; Clifford Mack Jr., Laura J. Cohen, and Randi Schietz.
Chapter 17. Equity-Based Career Development as an Integral Component of a Comprehensive School Counseling Program; Julie A. Cerrito and Richard Joseph Behun.
Chapter 18. Equity-Focused Group Counseling Strategies: Preparing African American Males for Their First Year in College; Sam Steen, Dantavious Hicks, and Norma L. Day-Vines.
Chapter 19. Career Academies as an Exemplary Model of Preparing Students of Color to be College and Career Ready; Edward C. Fletcher Jr. Afterword, Cheryl Holcomb-McCoy.
About the Contributors.
About the Author :
Erik M. Hines, Florida State University
Laura Owen, San Diego State University
