DIGEST-V7-i4

8 TPC Digest Angelica M. Tello, Marlise R. Lonn The Role of High School and College Counselors in Supporting the Psychosocial and Emotional Needs of Latinx First-Generation College Students M any universities struggle with retention and graduation rates of first-generation college students (FGCS). These students are the first in their families to attend college; their parents do not have any postsecondary education. FGCS are 71% more likely to leave college in their first year than non- FGCS. Latinx students are a growing population within FGCS, and they face additional barriers to college completion, such as institutional environments that do not culturally support Latinx values. High school and college counselors are in unique positons to engage with Laintx FGCS to support their transition from high school to college. The focus of this article is to provide high school and college counselors with (a) an overview of FGCS characteristics, (b) information specific to Latinx culture, (c) an understanding of the college experiences of Latinx FGCS, and (d) a discussion of counseling implications. The term Latinx, a gender neutral term for Latina/o, is used throughout this article. Although there are within-group differences, Latinx college students may share common cultural values and educational experiences. Understanding Latinx culture can help high school and college counselors in providing culturally competent services to Latinx FGCS. In order to understand of some of the significant Latinx cultural values, information is provided on familismo , personalismo , simpático , and fatalism . The current literature on Latinx college students has brought attention to the lack of cultural fit this population experiences in higher education and the negative impact it has on their college persistence. For example, many Latinx college students experience significant negative interactions on campus, such as racism and micoroaggressions, which negatively impact their college retention. Recent research on Latinx FGCS has focused on the strengths of these students. High school and college counselors can learn from the cultural assets, strengths, and resiliency of Latinx FGCS. Additionally, counselors can provide FGCS with college information and support. Therefore, an implication for school counselors includes identifying college-bound Latinx FGCS and tailoring college information to these students. Counselors can design interventions at both the individual and school-wide levels to use the strengths inherent in Latinx cultural norms. Engaging in informal interactions and hosting events in the community rather than within school buildings may enhance participant comfort and attendance. It is important for college counselors to have a presence on campus beyond the counseling center. College counselors having an increased presence on their campus can help Latinx FGCS understand the support counseling can offer in assisting with college persistence. For instance, high school and college counselors can help Latinx FGCS develop positive coping strategies for dealing with the lack of diversity on their campuses and the internal struggles that arise with their sense of belonging. High school and college counselors can work together to share knowledge and bridge the gap between high school and college expectations, institutional culture, and provision of counseling services in ways that benefit Latinx FGCS. Angelica M. Tello, NCC, is an assistant professor at the University of Houston-Clear Lake. Marlise R. Lonn, NCC, is an assistant professor at Bowling Green State University. Correspondence can be addressed to Angelica Tello, 2700 Bay Area Blvd., Houston, TX 77058-1002, tello@uhcl.edu .