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Puente, M. (2022). A Critical Race Spatial Analysis of Rural Latinx Students’ College (In)Opportunities and Conscious Choices during the COVID-19 Pandemic. Journal of Latinos and Education, 21(3), 304–318.

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•	The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from institutionally marginalized communities. This article examines the college (in)opportunities and conscious choices of rural Latinx students from California's San Joaquin Valley as they pursued higher education during the pandemic. This article applies a Critical Race Spatial Analysis (CRSA) framework to analyze the intersections of race, space, and college (in)opportunity for rural Latinx students. Additionally, this article draws on a college-conocimiento framework to argue that despite navigating deep-seated socio-spatial inequities, rural Latinx students are still enrolled in college. Using Chicana/Latina feminist pláticas and geographic information systems (GIS), this article takes a mixed methods research approach to analyze rural Latinx students' college (in)opportunities and conscious choices during the COVID-19 pandemic, which disproportionately impacted their im/migrant farm working families and communities. Results from the pláticas and maps revealed that rural Latinx students lacked access to quality technological devices, internet infrastructure, high-speed internet, and college information and guidance. Still, rural Latinx students enrolled in colleges aligned with their and their families' financial and emotional realities during the pandemic. The article concludes by providing recommendations for increasing college access amid and beyond the COVID-19 pandemic to rural Latinx-serving school districts.

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Morley, W., Watt, K. M., Simonsson, M., & Silva, H. (2021). The Impact of Advancement Via Individual Determination on the College Readiness of First-Generation Hispanic Students in an Urban South Texas High School. The Urban Review, 53(1), 145-163. https://doi.org/10.1007/s11256-020-00554-2

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This study examined the phenomenon of college readiness in Hispanic first-generation college students. This study aimed to determine if a relationship exists between first-generation Hispanic student participation in an Advancement Via Individual Determination (AVID) elective course and college readiness. The researchers used logistic regression with a dependent variable, college readiness [measured by passing and failing scores on the Texas Success Initiative (TSI) Assessment in Reading, Writing, and Math] and the predictor variables: AVID participation, Average T-scores of Advanced Placement, and Average T-scores of ACT and Dual Enrollment. Findings indicated that high school AVID elective course participation was a function of TSI Reading, Writing, and Math scores; however, middle school AVID elective course participation was not a function of these scores. The results highlight the importance of continued research on AVID participation and college readiness, particularly in the form of college placement exam scores such as the Texas Success Initiative.

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Guillermina Gonzalez. (2024). Increasing Latino Student College Enrollment; A Marketing Perspective. Journal of Latinos and Education, 23(5), 1794–1816.

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•	This qualitative study focuses on understanding the motivational factors driving Latino students to pursue higher education and the obstacles hindering their enrollment. We conducted eleven focus group sessions involving five distinct groups: students, parents, teachers, and counselors from public high schools, as well as two adult learner groups. These discussions, involving a total of 56 participants, were held both in-person and virtually via Zoom. The results underscore the significance of higher education for Latinos and the need of a comprehensive strategy encompassing recruitment, retention, and promotion to boost and maintain college enrollment. Recruitment efforts should involve both students and parents in culturally appropriate activities, recognizing the family-centric nature of college decisions within this community. Enhancing Latino cultural capital, fortifying support services, and launching strategic community initiatives could boost student engagement. The study also suggests implementing a targeted marketing campaign featuring current students and alumni testimonials to convey degree completion's attainability and value. The research concludes by suggesting some recruitment, retention, and promotional activities to consider.

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Limberg, D., Cook, C. A., Gonzales, S., McCartnery, E., & Romagnolo, S. (2021). Examining School Counselors’ Wellness and Its Contribution to Their Levels of Altruism and Burnout. Journal of School Counseling, 19(24).

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437 school counselors' levels of wellness were examined, as its relationship with altruism and burnout. Our results support the inverse relationship between wellness and burnout, but school counselors experiencing higher levels of wellness had higher levels of altruism. Our implications highlight the importance of school counselors advocating for their role regarding wellness, burnout, and altruism.  --------a quantitative approach

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To advance an understanding of international student’s psychological well-being and social-emotional experiences, we tested whether specific social influences could enhance international students’ belonging and well-being and attenuate loneliness. Graduate and undergraduate international students (N ¼ 126) from two universities in the United States participated in a year-long study. Structural equation modeling analyses revealed that perceived social support from domestic students in the fall predicted higher belonging in the subsequent spring, while perceived faculty social support in the fall predicted lower loneliness in the spring. Perceived faculty social support had an indirect effect on psychological well-being via loneliness. These novel findings provide initial evidence for the salience of social support from domestic students and faculty for international students’ social-emotional adjustment.----Quantitative 

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Brunsting, N. C., Zachry, C., Liu, J., Bryant, R., Fang, X., Wu, S., & Luo, Z. (2021). Sources of Perceived Social Support, Social-Emotional Experiences, and Psychological Well-Being of International Students. Journal of Experimental Education, 89(1), 95–111. 

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Mustafa Aydogan, Jason McGlothlin, & Marty Jencius. (2024). The Relationship of Self-Efficacy, Self-Advocacy and Multicultural Counselling Competency of School Counsellors: A Structural Equation Model. Journal of Psychologists and Counsellors in Schools, 34(1), 50–62.

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School counselors are the main drivers of change in creating a multicultural student environment. This study used structural equation modeling to investigate directional relationships among self-efficacy, self-advocacy, and multicultural counseling competence in a sample of school counselors (N = 306). The data were collected from 306 practicing school counselors in the US. The results suggested that self-advocacy was statistically related to self-efficacy, which was associated with multicultural counseling competence. The structural model indicated that self-advocacy had a strong indirect effect on multicultural counseling competence mediated by self-efficacy. Accordingly, the findings implicate that school counselors could start with smaller and more realistic projects in working with diverse school populations as their positive experiences in this area could increase their ability to advocate for multicultural school environments.-------- Quantitative research 

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Nickerson, A. B., Manges, M. E., Casella, J., Huang, Y., Livingston, J. A., Jenkins, L. N., Bellavia, G. M., & Feeley, T. H. (2024). Bystander intervention in bullying and sexual harassment training: Mixed-method evaluation of NAB IT! Journal of Prevention and Health Promotion, 5(1), 6–34. https://doi.org/10.1177/26320770231200230

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Empirical Study; Interview; Focus Group; Qualitative Study; Quantitative Study

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The current pilot study aimed to examine the effects of bystander intervention training on a sample of 27 high school students who their peers selected as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

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Vera, E., Hook, K., Daskalova, P., Hill, L., Galvin, S., Fritsche, S., Catellier, J., Haywood, S., Raziuddin, A., Anderson, B., Roche, M., Floro, M., Mutuyemariya, C., Thomas, K., Heerwagen, K., Camacho, D., Boots, T., & Gruber, E. O. (2018). Understanding the Socioemotional Worlds of English Learners: A Retrospective Study. Journal of Educational & Psychological Consultation, 28(2), 137–163.

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This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify the effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a motivation to achieve. Participants with more significant numbers of adverse experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belongings. School-based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms were associated with adverse effects. Support from school and family, along with ethnic identity and a sense of connection to the ethnic community, were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs.

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This study aimed to clarify how school counselors describe their experience in their relationships with school principals as they communicate and implement self-advocacy. The research question for this study is, how do urban area counselors describe their experiences with communication and self-advocacy with principals? The methodology is a generic qualitative inquiry, with the interviews via the Zoom platform. The sample for the study consisted of 11 urban area K-12 certified school counselors with active memberships with a professional school counseling association. Data was collected by interviewing all 11 participants. Participants responded to semi-structured interview questions to provide knowledge of their experiences. Inductive thematic data analysis was applied to analyze the data using open and axial coding processes. The focus was on understanding how school counselors communicate through advocacy efforts. Two main themes emerged: communication is authentic and open, and self-advocacy must be strategic. Three subthemes also emerged from the data: being heard/supportive, open relationships, setting boundaries, and utilizing a plan of action. School counselors described their experiences in communication and implementing self-advocacy efforts in their relationships with school principals and provided applicable information for counselor education and supervision. Recommendations for future research involve a mixed method approach of generic qualitative and quantitative inquiries looking closely at the practicum and internship supervisory experiences of self-advocacy strategies of school counselors. 

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Roberta Glee. (2024). A Generic Qualitative Study of School Counselors’ Experience with Communication and Self-Advocacy with Principals. In ProQuest LLC. 