TPC Journal V7, Issue 4 - FULL ISSUE

The Professional Counselor | Volume 7, Issue 4 355 idea of accepting defeat to moving toward acceptance and using this as a strength that allows the client to move forward in new directions. Many Latinx students also experience negative stereotypes, prejudices, marginalization, and microaggressions (Gonzales et al., 2002; Rodriguez et al., 2000; Valencia, 2002; Yosso et al., 2009) on their campuses. These experiences may lead many Latinx FGCS to question their sense of belonging on their campuses. High school and college counselors can develop and encourage initiatives supporting diversity on their campuses. Furthermore, 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. Counselors should continue to maintain awareness of unconscious bias, engage in accessing diversity and advocacy continuing education, and act as allies. Adopting the habit of framing the unique cultural context of individual Latinx clients as strengths, fostering connections, and identifying culturally applicable adjunct supportive services (e.g., spiritual or religious supports) are within the purview of professional counselors. The general consensus in college student development theory is that to successfully adjust to college, students need to break from their own culture in order to conform to higher education culture (Nora, 2001; Rendón, 1994). To address this, universities typically provide programming designed to help students adapt to and adopt the existing institutional culture (Rendón, 1994). Alternately, college counselors are in positions that can challenge the privileging of traditional assumptions and values of the academy and influence the recognition and valuing of multiple cultures and ways of being. Rather than requiring students to negotiate overt and covert norms that assume prior knowledge or familiarity with the culture of higher education, counselors can help students identify counterspaces within the institution. For Latinx FGCS, this might include connecting with diverse faculty who could serve as mentors, participating in programs from the multicultural affairs office, or participating in student organizations centered on Latinx culture and identities. Developing relationships with key members of the campus Latinx community and moving access to counseling services outside of the traditional, potentially restrictive environment of the university counseling center may enhance service access and delivery for this underrepresented student population. Areas for Future Research Researchers are beginning to examine the concept of cultural wealth (O’Shea, 2016; Yosso, 2005) as it applies to FGCS. Examining Latinx FGCS and the college experience from this lens fits with the strengths-based perspective inherent in counseling and provides an opportunity for professional counselors to reframe their interventions. Further research is warranted on the high school and college experiences of Latinx FGCS. All Latinx cultures tend to be lumped together. Researchers could investigate the experiences of FGCS from an ethnic-specific Latinx group (e.g., Mexicans, Puerto Ricans, or Cubans). Moreover, research could examine the counseling experiences of Latinx FGCS. Examining the counseling experiences of Latinx FGCS can help professional counselors gain a better understanding of their counseling needs. Another possible direction for future research includes examining the microaggressions experienced by Latinx FGCS; future studies need to fully investigate the impact of microaggressions on the college persistence of Latinx FGCS. The findings from these studies can help high school and college counselors understand how they can begin to address the concerns that negatively impact Latinx FGCS.