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Minority College Students? Perceptions of 
College Preparation Experiences and Their 
High School Counselors: One Year Later ?  
A Revised Perspective
Brittney Chisley
Mentor: Dr. Cheryl Holcomb-McCoy, Counseling and Personnel Services 
University of Maryland, College Park
Abstract
There are major problems with high schools preparing minority students for 
college. These problems stem from many issues, one being the lack of school counselor 
training in college preparedness. The need for this research is showed by the lack 
of literature on this topic. This paper will present the results of a study examining 
minority college students? high school experiences related to college-going and 
their perceptions of high school counselors in the process of college admission 
and preparation. A survey was given to the scholars of Ronald E. McNair Post 
Baccalaureate program at the University of Maryland College Park. The participants 
(n = 15) completed the online 68-item survey. The survey included items that 
asked the students about their high school college preparation courses, activities that 
prepared them for college, and their high school counselor?s involvement in their 
college readiness process. The results from my research demonstrated that current 
college students did not feel that various high school experiences and courses 
prepared them for college. The results also found that parents/guardians and high 
counselors were considered the most influential in current college students decisions 
regarding college preparation and overall decision to further their education.
Purpose and Research Questions
The statement of the purpose of this research was to identify contributing 
factors in minority high school students? decision to attend college or some form 
of higher education. While identifying these contributing factors, the researchers of 
this study addressed the following questions:
1.  What types of college preparation experiences (academic, social, 
and family) did minority college students experience in high school?
2.  What are minority college students? perceptions of their high school 
counselors? role in preparing them for college?
The purpose for this study is to find possible reasons why academic achievement 
may be challenging for some urban African American high school students in 
choosing to continue on with education after high school. This study will also show 
University of Maryland ? Inaugural Edition92 University of Maryland ? Inaugural Edition 93
important roles high school counselors can play in ensuring urban African American 
high school students? academic success. The difficulty for this research is trying to 
find previous studies and credible sources to support the claims suggested in this 
study. This study was performed due to lack of research for the given subject. 
Summary of Literature Base
All youth should be able to take advantage of educational opportunities beyond 
high school. However, the pathway to college for students in the U.S. is marked by 
vast disparities in college awareness, preparation, and access (McDonough, 2004). 
Although comparable percentages of African American and White high school 
sophomores expect to finish college (Nettles & Perna, 1997), smaller percentages of 
African Americans and Latinos than of Whites actually enroll. Only 32% of African 
American and 23% of Latino high school graduates between the ages of 18 and 24 
were enrolled in college in 2003, compared with 42% of Whites (National Center 
for Education Statistics [NCES], 2005). Also, even more disappointing is the fact 
that only 17% of Native American high school graduates attend any level of college, 
compared to the national college going rate of 67% (Benally, 2004). 
From an economic perspective, for the past 30 years, high school graduates from 
the top income quartile have enrolled in college at a rate 25?30 percentage points 
higher than students from the lowest income quartile (Hawkins & Lautz, 2005).  And 
in 2004, the U.S. Department of Education reported that 82% of students whose 
parents were college-educated enrolled in college directly after high school, but 
only 54% went to college if their parent had completed high school.  Clearly, based 
on the preceding statistics, there is a burgeoning college access and preparation gap 
between racial and economic groups.
As stated previously, the need for this research is showed by the lack of literature 
and studies on this topic. There is a study underway that will start during the fall 
of 2007. This project will be performed by the College Board along with the 
University of Maryland College Park?s Department of Counseling and Personnel 
Services. The title of this 3-year longitudinal study is as followed: Investigating 
the Influence of School Counseling Programs on Urban, Low-Income, Minority 
Students? College Preparation. The participants of this study will include Students 
and school counselors from urban high schools with racial and economic diversity. 
This study will examine the influence and effect of school counselor programs and 
activities on the college preparedness of low-income, minority, urban high school 
students.
Methods
Participants
The participants of this study were students of the Ronald E. McNair Post 
Baccalaureate Program at the University of Maryland College Park. The students were 
chosen due to the time period given, six weeks, to perform this study. The program 
includes rising juniors and seniors. Students of this program have backgrounds of 
either being low income, first generation college students, or underrepresented in 
their field of study. The Ronald E. McNair program includes in total 29 students. 
The genders of the students are seven men and twenty-two women. The minorities 
included in this program are African American, Hispanic, and Asian American. 
Instrument
The materials used for this study were the Ronald E. McNair students, Survey 
Monkey, Statistical Package for the Social Sciences (SPSS). The students of the 
Ronald E. McNair program served as a sample sized of the population of students 
who have graduated from high school and have made it to a college institution. 
Survey Monkey is survey software that allows anyone to create professional online 
surveys. This software was chosen because it was an easy, fast, secure, and a secretive 
way to respect the privacy of the participants in the survey. SPSS is a computer 
program used for statistical analysis. SPSS was chosen because it combines the 
broad range of capabilities of the analytical process. The analytical process includes: 
Planning, data collection, data access, data management and data preparation, data 
analysis, reporting, and deployment. SPSS allows the researcher to produce decision-
making information quickly. The results from the data in SPSS, allows the researcher 
to find key facts, patterns, and trends in the study. 
Design
This study will use a survey design in which relationships between variables 
will be explored.  
Procedure
The researcher gathered the email addresses of Scholars from the graduate 
assistant working with the McNair Scholar Program. As previously mentioned, the 
survey was developed using Survey Monkey. The survey was distributed to all 29 
Scholars via email. The email contained an introduction to the survey?s purpose and 
directions for completion. A follow up email was sent to all participants a week later. 
To encourage the students to participate, the researchers simply explained to the 
students the basis of my research and the importance of the study.
Results
When reviewing the data of the demographics from the study, there were many 
similarities and differences. As stated previously, the participants were chosen due to 
the time period given to perform this study. The genders of the students were seven 
men and twenty-two women. Only 15 of the 29 participants completed the online 
68-item survey.  For the first question, are you male or female, 1 (6.3%) male and 15 
(93.8%) females responded. The second question, what is your age, 7 (43.8%) were 
from the 18-20 range, 8 (50%) from the 21-23 range, and 1 (6.3%) was from the 
27-older range. The third question, what is your university classification, 6 (37.5%) 
were juniors, 7 (43.8%) were seniors, 2 (12.5%) were super seniors, and 1 (6.3%) was 
University of Maryland ? Inaugural Edition94 University of Maryland ? Inaugural Edition 95
a graduate student. Majority of the students, 12 (75%) were African American while 
the other represented ethnicities were Asian American 1 (6.3%), Latino/Hispanic 
1 (6.3%), and 1 (6.3%) classified themselves as other. Half of the respondents, 8 
(50%), reported their cumulative grade point average was between 3.1-3.5 The 
question, what was the highest level of education obtained by your mother and 
father, showed very different views. The question gear towards the participants? 
mother, majority of the respondents, 5 (31.3%) reported their mother had some 
college (community/junior college or some 4-year college study). The question 
gear towards the participants? father, majority of the respondents, 4 (25%) reported 
their father was a high school graduate or received a GED. The final question, 
how many siblings (brothers and sisters) attend college or are college graduates, the 
results show 5 (31.3%) respondents either had none or one sibling. 
The following data tables were the questions focused towards the participants? 
college readiness.
Table 1.0 (Below) would be appropriate for displaying the results of the Honors 
and Advanced Placement courses taken in high school by the scholars. This table 
shows the majority of the scholars, in bold, took 5-6 Honors/ Advanced Placement 
courses. This table shows the scholars were able to take advanced classes during their 
high school career. 
Table 1.0   Frequencies of Honors/ Advanced Placement Courses Taken 
in High School by Scholars
Table 1.1 (Page 92) would be appropriate for displaying the results of the 
Standardized Tests taken in high school by the scholars. This table shows the majority 
of the scholars, in bold, took the SAT I during high school more than any other of 
the other standardized tests. This shows many of the scholars were required to take 
the SAT I over any the other standardized tests. 
Number of courses N %
0 1 6.3
1-2 5 31.3
3-4 3 18.8
5-6 6 37.5
7-8 1 6.3
9 or more 0 0.0
Table 1.1   Frequencies of Standardized Tests Taken in High School  
by Scholars
Table 1.2 (Page 93) would be appropriate for displaying the results of the Math, 
English and Science courses taken in high school by the scholars. This table shows 
the majority of the scholars, in bold, took Pre-calculus, English Literature, and 
Biology in high school.  
Table 1.3 (Page 93) would be appropriate for displaying the results of the first 
time the scholars too the SAT/ACT in high school. This table shows the majority 
of the scholars, in bold, took the SAT/ACT in the 12
th
 grade. This shows there was 
some reason the scholars
Standardized Tests n %
PSAT 9 60.0
SAT I 13 86.7
SAT II 5 33.3
ACT 9 60.0
Advanced Placement 7 46.7
PLAN 0 0.0
University of Maryland ? Inaugural Edition96 University of Maryland ? Inaugural Edition 97
Table 1.2   Frequencies of Math, English, and Sciences Courses Taken in 
High School by Scholars
Table 1.3  Frequencies of the First Time Scholars Took the SAT/ACT 
Course n %
Algebra I 2 12.5
Algebra II 5 31.3
Geometry 2 12.5
Trigonometry 2 12.5
Pre-calculus 7 43.8
Calculus 3 18.8
Statistics 4 25.0
Other- Applied math/
SAT class
1 6.3
Composition 6 37.6
American Literature 3 18.8
English Literature 9 56.3
British Literature 1 6.3
World Literature 2 12.5
Other- AP English 2 12.5
Don?t know 1 6.3
Biology 7 43.8
Earth Science 
(Environmental)
1 6.3
Chemistry 5 31.3
Physics 6 37.5
Other- Don?t know 1 6.3
n %
Never took either test 1 6.3
7th grade or earlier 2 12.5
8th grade 1 6.3
9th grade 1 6.3
10th grade 3 18.8
11th grade 3 18.8
12th grade 5 31.3
Table 1.4 (Below) would be appropriate for displaying the results of the various 
people the scholars spoke with in high school about college admissions. This table 
shows the majority of the scholars, in bold, spoke with people like family, friends, 
counselors, teachers, and many others. This table shows the students were able to 
find a person they could relate to and discuss college admissions.
Table 1.4   Frequencies of People Whom the Scholars Spoke With About 
College Admissions 
Table 1.5 (Page 95) would be appropriate for displaying the results of the 
various educational setting preferred by the scholars after graduating. This table 
shows majority of the scholars wanted to attend a public or private university out 
of state. 
                                        n                                                   %
Many 
Times
Once 
or 
Twice
Never Total # Many 
Times
Once 
or 
Twice
Never
Parents/
guardians
13 1 0 14 92.9 7.1 0
High school 
counselor
10 1 3 14 71.4 7.1 21.4
High school 
teacher
6 6 2 14 42.9 42.9 14.3
Friends 
or other 
students
12 1 1 14 85.7 7.1 7.1
Siblings 7 4 3 14 50.0 28.6 21.4
Other 
relatives
6 6 2 14 42.9 42.9 14.3
Family 
friends
6 4 4 14 42.9 28.6 28.6
College 
recruiter
6 4 4 14 42.9 28.6 28.6
High school 
coach
4 4 6 14 28.6 28.6 42.9
Private 
college 
counselor
1 4 9 14 7.1 28.6 64.3
Clergy 
Member
3 3 8 14 21.4 21.4 57.1
University of Maryland ? Inaugural Edition98 University of Maryland ? Inaugural Edition 99
Table 1.5   Frequencies of Educational Settings that the Scholars 
Preferred after High School Graduation
Table 1.6 (Below) would be appropriate for displaying the results of the first 
person to give advice to the scholars on taking courses to gain college admission. 
Majority of the scholars received advice from their high school counselors.  
Table 1.6    Frequencies of the FIRST Person Who Gave the Scholars 
Advice on Taking Courses to Gain College Admission 
Educational Setting n %
Didn?t consider any 
schools
0 0.0
U.S. Military Academy 1 7.1
A 2-year Community or 
Junior College
1 7.1
Public or Private 
University (In-state)
5 35.7
Public or Private 
University (Out of state)
6 42.9
A technical or trade 
school
0 0.0
Transferring from one 
institution to another
1 7.1
n %
Middle school counselor 0 0.0
High school counselor 9 64.3
Parents/guardians 3 21.4
Friend 0 0.0
Siblings 1 7.1
Other relatives 0 0.0
High school coach 0 0.0
Other 1 7.1
Table 1.7 (Below) would be appropriate for displaying the results of the 
counselor?s role in preparing the scholars for college. With regards to gaining 
admission to a state college or university, college of the scholars choice, and 
completing applications for college; majority of the scholars felt their counselor 
prepared them extremely well. For securing funding for college and writing college 
essays; the majority of the scholars felt their counselors did not prepare them at all. 
For choosing the ?right? college the scholars felt their counselor prepared them 
somewhat. In the area of gaining admission to a community college, majority of the 
scholars felt their counselor?s role was either somewhat or not well at all.   
Table 1.7   Frequencies of High School Counselors? Role in Scholars 
College Preparation
Table 1.8 (Page 97) would be appropriate for displaying the results of the rates 
in which the scholars felt they were prepared after graduating from high school. 
When asked going to a 4-year college in state, the majority of the scholars felt they 
were very prepared. But when asked about going to a 4-year college out of state, 
majority of the scholars felt they were not prepared at all. When going to a college, 
the majority of the scholars felt they were very prepared. They only question the 
scholars were not sure on was about being prepared for trade school. 
                            n and %
Extremely 
Well
Somewhat 
Well
Not Well Not Sure Total #
Gain admission 
to a state college/
university
6 (42.9%) 4 (28.6%) 4 (28.6%) 0 (0%) 14
Gain admission 
to the college of 
your choice
7 (50%) 3 (21.4%) 4 (28.6%) 0 (0%) 14
Completing 
applications for 
college
7(53.8%) 2 (15.4%) 4 (30.8%) 0 (0%) 13
Secure funding 
for college
2 (14.3%) 5 (35.7%) 7 (50%) 0 (0%) 14
Writing college 
essays
3 (21.4%) 3 (21.4%) 7 (50%) 1 (7.1%) 14
Choosing the 
"right" college 
4 (28.6) 5 (35.7%) 5 (5.7%) 0 (0%) 14
Gain admission 
to a community 
college
2 (14.3) 4 (28.6%) 6 (42.9%) 2 (14.3%) 14
University of Maryland ? Inaugural Edition100 University of Maryland ? Inaugural Edition 101
Table 1.8   Frequencies of Scholars? Perceptions of Their College Preparation 
After Graduating From High School
Table 1.9 (Below) would be appropriate for displaying the results of the 
scholar?s satisfaction of the high school counselors. Majority of the scholars were 
very satisfied with their counselors in all areas. 
         n and %
I believe I was 
prepared to?
Strongly 
Agree
Agree Disagree Strongly 
Disagree
Don't 
Know
Total #
Go to a 4-year 
College (In-
State)
7  
(50%)
3 
(21.4%)
3 
(21.4%)
1  
(7.1%)
0  
(0%)
14
Go to a 4-year 
College (Out 
of State)
3 
(21.4%)
3 
(21.4%)
5 
(35.7%)
1 
(7.1%)
2 
(14.3%)
14
Go to a 
community 
College
7  
(50%)
1  
(7.1%)
3 
(21.4%)
1  
(7.1%)
2 
(14.3%)
14
Go to a Trade 
School
4 
(28.6%)
2 
(14.3%)
2 
(14.3%)
1  
(7.1%)
5 
(35.7%)
14
Table 1.9   Frequencies of the Scholars? Satisfaction with their High 
School Counselors
Table 2.0 (Page99) would be appropriate for displaying the results of what the 
high school counselors helped the scholars with college. The only disagreement the 
scholars had with their counselors was in the area of writing a college essay.  
                            n and %
My counselor 
was?
Strongly 
Agree
Agree Disagree Strongly 
Disagree
Don't 
Know
Total 
#
Concerned 
about my future
8 (57.1%) 1 (7.1%) 1 (7.1%) 3 
(21.4%)
1 (7.1%) 14
Knowledgeable 
about colleges/
universities
9(64.3%) 3 
(21.4%)
0 (0%) 2 
(14.3%)
0 (0%) 14
Knowledgeable 
about the 
college 
admission 
process
9 (64.3%) 3 
(21.4%)
0 (0%) 2 
(14.3%)
0 (0%) 14
Believed that I 
could go on to 
college
9 (64.3%) 2 
(14.3%)
1 (7.1%) 2 
(14.3%)
0 (0%) 14
Dependable 9 (64.3%) 1 (7.1%) 0 (0%) 2 
(14.3%)
2 
(14.3%)
14
Easy to talk to 8 (57.1%) 3 
(21.4%)
1 (7.1%) 1 (7.1%) 1 (7.1%) 14
Good listener 8 (57.1%) 3 
(21.4%)
1 (7.1%) 1 (7.1%) 1 (7.1%) 14
Responsible for 
getting me into 
college
5 (35.7%) 4 
(28.6%)
2 
(14.3%)
3 
(21.4%)
0 (0%) 14
A resource 
for college 
information
7 (50%) 4 
(28.6%)
0 (0%) 3 
(21.4%)
0 (0%) 14
University of Maryland ? Inaugural Edition102 University of Maryland ? Inaugural Edition 103
Table 2.0  Frequencies of the High School Counselors? Performance
           N
My 
counselor 
helped me 
to?
Strongly 
Agree
Agree Disagree Strongly 
Disagree
Don?t 
Know
N/A Total 
#
Enroll in a 
SAT prep 
course
3  
(20%)
4 
(26.7%)
3  
(20%)
2 
(13.3%)
0  
(0%)
3 
(20%)
15
Enroll in 
college-track 
courses
4 
(26.7%)
5 
(33.3%)
2 
(13.3%)
1  
(6.7%)
0  
(0%)
3 
(20%)
15
Write a 
college 
application 
essay
2  
(13.3)
3  
(20%)
5 
(33.3%)
3  
(20%)
2 
(13.3%)
0  
(0%)
15
Complete 
a college 
application 
6  
(40%)
5 
(33.3%)
1 
(6.7%)
3  
(20%) 
0  
(0%)
0  
(0%)
15
Explore 
different 
types of 
colleges and 
universities 
7 
(46.7%)
3  
(20%)
2 
(13.3%)
3  
(20%)
0  
(0%)
0  
(0%)
15
Explore 
financial aid 
options
5 
(33.3%)
3  
(20%)
4 
(26.7%)
3  
(20%)
0  
(0%)
0  
(0%)
15
Prepare for 
college
4 
(26.7%)
5 
(33.3%)
1  
(6.7%)
3  
(20%)
1 
(6.7%)
1 
(6.7%)
15
Decide 
which 
college to 
attend
5 
(35.7%)
2 
(14.3%)
4 
(28.6%)
3 
(21.4%)
0  
(0%)
0  
(0%)
14
Understand 
the college 
application 
process
3  
(20%)
8 
(53.3%)
1  
(6.7%)
2 
(13.3%)
1 
(6.7%)
0  
(0%)
15
Do better in 
school 
8 
(53.3%)
2 
(13.3%)
2 
(13.3%)
2 
(13.3%)
0  
(0%)
1 
(6.7%)
15
Discussion and Conclusion
What types of college preparation experiences (academic, social, 
and family) did minority college students experience in high school? With regards 
to the research being reviewed in this study, the experiences the scholars had 
academically, socially, and with family all varied. As the researcher analyzed the 
data, they concluded; Academically, as shown by the data, the researchers of the 
study interpreted the responses given by the scholars as inadequate preparation as 
a whole by the school systems to influence the students to further their education. 
Socially, the researchers interpreted the responses as students using resources other 
than those provided the schools (i.e., parents/guardians, relatives, friends/peers, etc.). 
And family played a significant role in the majority of the students? preparation and 
influence for future education.
What are minority college students? perceptions of their high school 
counselors? role in preparing them for college? The researchers concluded, from 
the responses of the survey, a majority of the college students? felt their high school 
counselor assisted them adequately with the college admissions process. However, 
respondents also felt their high school counselors were not providing assistance with 
particular aspects of college preparation courses, writing college essays, and financial 
aid options.
References
Bennally, S.  (March, 2004).  Serving American Indian students:  Participation in accelerated 
learning opportunities.  Report from the Western Interstate Commission for Higher  
Education.
College Counseling Sourcebook. (2004) College Counseling Sourcebook: Advice 
and Strategies from Experienced School Counselors. The College Board, New York: 
Author. 
Hawkins, D. A., & Lautz, J. (2005). State of college admissions. Alexandria, VA: 
NACAC.
McDonough, P.  (2004). Counseling and college counseling in America?s high schools. 
Alexandria, VA:  NACAC.
National Center for Education Statistics.  (2005). Youth indicators, 2005.  Trends in the 
well-being of America?s youth.  Washington, DC:  Author.
Nettles, M.T., & Perna, L.W. (1997). The African American education data book: 
 Preschool  through high school education, Volume II.  Fairfax, VA:  Frederick D.  
Patterson Research Institute of The College Fund/UNCF.