Tell Us Your Story: A Program to Enhance College Readiness for First Generation College Students By Hyeree Grace Kim, Ed.M

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1 Tell Us Your Story: A Program to Enhance College Readiness for First Generation College Students By Hyeree Grace Kim, Ed.M Hyeree Grace Kim is an Admissions Counselor at Stanford University. While a graduate student at the Harvard Graduate School of Education, she was one of the instructors in the Story To College study with Yale University s Yale-Bridgeport Partnership described in this article. In a time of biological, emotional, and social turbulence, high school juniors and seniors have the additional responsibility of completing their college applications. For first generation college applicants from under-resourced, low-income school districts, this period of time can be especially difficult, as many may not be provided with the same tools or resources available to their wealthier counterparts from more college-experienced families. Whether it is due to a dearth of counselors at their schools, or competing schedules and limited networks, first generation students are often at a considerable disadvantage in college readiness and admissions. According to the National Association for College Admissions Counseling, the average lowincome public high school counselor spends less than 25% of his or her time on college advising, compared to private school counselors who report spending nearly 54% of their time guiding and preparing students for college. 1 While more than 75% of private schools had at least one counselor whose only responsibility was to provide college counseling, only 34% of public schools had the same expert resource. 2 At the same time, while students from wealthier backgrounds could afford privately hired counseling services at a high price, low SES students rarely have access to the same personalized attention. Currently, research studies have provided evidence of the need for an increasing amount of time devoted to college advising to improve college access, 3 which could be an impetus for counselor collaborations with college access advocacy organizations to improve the state of college counseling, as well as students access to college readiness resources. One such organization, Story To College, commits to removing the significant cost barrier for students who demonstrate financial need. By combining storytelling tools, writing strategies, and performance skills, Story To College helps students explore their experiences and produce compelling college admissions essays in the student s own, authentic voice. With a curriculum designed to break through the challenges many high school students experience when writing about their own experience, Story To College has reached more than 3000 students to help launch, develop, and complete their college admissions essays. 1 J Brand, Are high school counselors too busy to help students prepare for college? College Admissions Ibid. 3 P. M. McDonough, Counseling and college counseling in America s high schools. National Association for College Admission Counseling #$%#&'()*+(,(--./.01--)2/3'4).4.)5.607()8().29:()8;'2(9<-.;4.=(9';='29:(>4'()*'(=(--./.0=(80

2 Story To College differs from other essay prep service companies because of its theory-based and data-driven approach that aims to shape the students involved in a more holistic way. In addition to teaching writing techniques and narrative tools, Story To College has incorporated programmatic activities that create a space for students to share their stories with one another, validate each other s progress, thoughts, and emotions, and provide constructive feedback within a trusting and accepting environment. Research supports that supportive relationships provide scaffolding for learning and opportunities for meaningful inclusion and membership, and also empower students to engage in personal growth and skill building. 4 In addition, quality instruction, tutoring, and curricular resources supplement the benefits of access to such activities. 5 The mediating path linking the activities of this program with its intended outcome 6 involve: An increase in the level of motivation via collaboration, time spent together, and verbal interactions during exercises; More participation through active listening, questioning, and offering constructive feedback to peers regarding their stories; A greater appreciation for writing about a diversity of essay prompts while incorporating students unique writing styles and engaging with the audience; and Acquisition of knowledge and fluency that can be generalized to other forms of writing. By preparing and verbally sharing their stories with one another, students have an opportunity for introspection and reflection, as well as a chance to receive validation for their experiences and lessons learned. Receiving such confirmation of emotions and experiences can be valuable to an adolescent s emotional and social development, as well as to their level of self-esteem and self-confidence. 7 From a developmental and psychological perspective, peer connections can be particularly advantageous in periods of emotional distress, such as through the journey of applying to college. A student who feels that he or she has a good grasp on the college process, access to help from mentors and trusted adults, and confidence in their application, will adapt to the challenges associated with applying to college and serve as a point of reference for fellow college-bound students as well. 4 R. Larson, J. Eccles, & J. A. Gootman, Features of positive developmental settings. The Prevention Researcher 11(2), F. Contreras, Strengthening the bridge to higher education for academically promising underrepresented students. Journal of Advanced Academics 22(3), C. Weiss, Which links in which theories shall we evaluate? New Directions for Evaluation 87, NAPCA. Empowering students to break through barriers and take ownership of their future aspirations. University of Southern California 2011, #$%#&'()*+(,(--./.01--)2/3'4).4.)5.607()8().29:()8;'2(9<-.;4.=(9';='29:(>4'()*'(=(--./.0=(80

3 But why focus on the essay, when there are so many other parts of a college application that may be even more important? While school grades and exam scores reflect the academic abilities of the applicant, the student s creativity, insights, and uniqueness are not apparent in these numbers. The essay is the sole factor that presents the applicant as a dynamic person rather than as a statistic; it is the only opportunity to learn about applicants on a personal level, communicating the particular way in which the student makes sense of his or her experiences in his or her own, authentic voice. 8 By providing students with tools for effective storytelling and a starting point that begins with telling rather than writing, the stress of beginning their essays may be ameliorated; students are encouraged to think of the Common Application essay as a unique story about themselves, rather than as a complicated essay assignment. Story To College targets students wellbeing, confidence, and competence, as well as their writing fluency and capacity as they prepare for college via essay writing and storytelling. At a macrosystemic level, the goal of Story To College s partnerships with high schools is to strengthen the college-going culture in these schools, with more targeted resources offered by the school, an increased student desire to attain a postsecondary education, as well as an assurance in their own ability to do so. One such collaboration involves a three-year study to develop metrics to assess and analyze Story To College course outcomes in relation to grades, SAT Writing scores, and Common Core English Language Arts standards. In an eight-week course with sophomores from three public high schools in Bridgeport, Connecticut, Story To College teamed up with Yale University in their federally funded Yale-Bridgeport Gear Up Partnership to: Teach students storytelling and performance skills to build a portfolio of personal stories for their college admissions process; Improve writing skills and college writing readiness for students across all levels of academic achievement; Build enduring relationships and community among students from diverse backgrounds, intellectual ambitions, and college and professional aspirations; Encourage higher order thinking via question-driven learning; Increase habits of mind associated with college readiness, success, and completion, including reflection, iteration, persistence, and collaboration; Foster self-expression and self-advocacy; Enhance Common Core ELA and Performance skills; and Develop students understanding of what constitutes a successful personal essay. 8 J. S. Early et al., Write your ticket to college: a genre based college admission essay workshop for ethnically diverse, underserved students. Journal of Adolescent & Adult Literacy 54(2), 2010; J. Wells, It sounds like me: using creative nonfiction to teach college admission essays. English Journal 98(1), #$%#&'()*+(,(--./.01--)2/3'4).4.)5.607()8().29:()8;'2(9<-.;4.=(9';='29:(>4'()*'(=(--./.0=(80

4 At the end of the eight weeks, the 75 students who took Story To College s Essay Development Course reported having increased confidence in writing and public speaking, improved English grades, and a deeper understanding of the college admissions process, as compared to their 75 peers who did not participate in the course. A notable number of teachers also recognized a positive change in students writing abilities and classroom participation. (The Theory of Change model used to design and assess this course, along with the academic outcomes, is included below in Appendix A.) By consistently evaluating and reevaluating the effect and efficiency of the program s components, and targeting key areas in the program s Theory of Change model that may affect the intended short-term and long-term outcomes, Story To College s program can be reshaped and tailored to best benefit the students involved. With continued outreach efforts and school collaborations, Story To College and similar programs can continually serve the first generation college applicant population and assist them in navigating the college application process with more ease. For more information about implementing the Story To College curriculum through your school or communitybased organization, please contact Carol Barash, PhD, founder of Story To College, at carol.barash@storytocollege.com. #$%#&'()*+(,(--./.01--)2/3'4).4.)5.607()8().29:()8;'2(9<-.;4.=(9';='29:(>4'()*'(=(--./.0=(80

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ctivity 1: Before teaching a course, instructors must undergo training to be well versed in each component of the course Activity 2: Students will write a pre-intervention essay based on one of the prompts on the common application Activity 3: Students will fill out survey to indicate their level of confidence and anxiety surrounding college-going process and essaywriting portion Activity 4: Students will set classroom norms around confidentiality and learn all aspects of the curriculum Activity 5: At the end of the program, students will fill out postsurvey for program evaluation ##$%&'(.')29A)K)77080A<0)29 )5K<1*80N)/07 F$'&$'+.'$/0*'#4(77 <1301'701#'5)$2 /(55020*'=4077G 0/('0/0##19# H1*#402(*8'<200 )5'<06)%%)* 1&&7(61'()*0##19 &2)%&'#I'<1' '<094)$7/5007 6)*5(/0*' #0*/(*8') 6)77080#1#'<0(2 6)%%)* 1&&7(61'()*0##19 N06<1*(#%# 1. Increased motivation via collaboration and group work 2. Participation through active listening, engaging, and offering constructive feedback 3. Greater appreciation for writing about and discussing diversity 4. Acquisition of generalizable knowledge based on the curriculum Outcome: 1. Students will report having greater confidence in their writing and communicative abilities, as well as a greater sense of personal efficacy 2. Students ability to utilize these relevant skills will be enhanced 3. Students will have decreased anxiety associated with the college essay 4. Students will gain admission to the target or reach schools on their college lists 5. Guidance and college counselors will report having more time to allot to other aspects of their roles J%&16'+,-.'$/0*'#4(77>0 )$'#&)?0*701/02# )*'<0(26) %&$#0#8(30*'<0 )21')291*/ 6)%%$*(61'(30 #?(77#81(*0/52)% '<(#&2)821% :-.'$/0*'#4(77>0 0%&)4020/') 1/3)61'05)2)'<02 /(#1/31*'180/ #'$/0*'#4<)120 $*#$201>)$''<0 6)77080&2)60##