{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132662"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132662","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"High school counselors’ knowledge and perspectives related to supporting undocumented students to navigate post-secondary options","abstract":"This qualitative interview study examined the knowledge and perspectives of Chicagoland high school counselors around meeting the needs of undocumented high school students to support their transition to college. This study relied on the theoretical frameworks of Perna’s Model of College Choice (2006) and Stanton-Salazar’s concept of Institutional Agents. Using this combined framework, the researcher was able to analyze the role that high school counselors' knowledge, resources, and beliefs play in undocumented high school students’ college process. This research aimed to answer the following two research questions: (1) What knowledge and resources do high school counselors in the Chicagoland area have to support undocumented students' transition to college? (2) How do counselors in the Chicagoland area reflect on their personal beliefs, regarding immigration, as part of their job in advising undocumented students? The findings of the study demonstrate that while all high school counselors wish to help undocumented students by removing the unique barriers this marginalized group faces, some counselors' unconscious biases negatively impact the college choice process for some of the students they serve. These findings are concerning given the fact that many undocumented students rely on their counselors to transfer the knowledge and resources they need to attend college (Groce & Johnson, 2021). Furthermore, additional findings showed that all high school counselors interviewed believed professional development was very useful in order to obtain updates on legislation, resources, and good practices for working with undocumented high school students. Yet, the findings revealed that not all counselors seek professional development annually, or that even when their district provides mandated training, not all counselors attend the training. By not attending professional development, it is harder for counselors to stay well-informed or for their biases and assumptions to be challenged by data. Recommendations for policy and practices are addressed and emphasize the need for preparation programs for high school counselors to include coursework around noticing and removing institutional barriers to create equitable opportunities for undocumented students. At the state board of education level, policies around the practitioner licensure for counselors should include a mandate that requires part of their continued professional development to focus on undocumented high school students and their unique needs within college and career readiness. Finally, based on the findings, it is important for school district leadership teams to provide the space and time for interdepartmental collaboration between high school counselors and other supporting staff. In order to meet the ASCA (2019) model for counseling, it is important that counselors have an opportunity to lead others in the important work of removing barriers for undocumented high school students in the college choice process.","abstract_html":"This qualitative interview study examined the knowledge and perspectives of Chicagoland high school counselors around meeting the needs of undocumented high school students to support their transition to college. This study relied on the theoretical frameworks of Perna’s Model of College Choice (2006) and Stanton-Salazar’s concept of Institutional Agents. Using this combined framework, the researcher was able to analyze the role that high school counselors' knowledge, resources, and beliefs play in undocumented high school students’ college process. This research aimed to answer the following two research questions: (1) What knowledge and resources do high school counselors in the Chicagoland area have to support undocumented students' transition to college? (2) How do counselors in the Chicagoland area reflect on their personal beliefs, regarding immigration, as part of their job in advising undocumented students? The findings of the study demonstrate that while all high school counselors wish to help undocumented students by removing the unique barriers this marginalized group faces, some counselors' unconscious biases negatively impact the college choice process for some of the students they serve. These findings are concerning given the fact that many undocumented students rely on their counselors to transfer the knowledge and resources they need to attend college (Groce & Johnson, 2021). Furthermore, additional findings showed that all high school counselors interviewed believed professional development was very useful in order to obtain updates on legislation, resources, and good practices for working with undocumented high school students. Yet, the findings revealed that not all counselors seek professional development annually, or that even when their district provides mandated training, not all counselors attend the training. By not attending professional development, it is harder for counselors to stay well-informed or for their biases and assumptions to be challenged by data. Recommendations for policy and practices are addressed and emphasize the need for preparation programs for high school counselors to include coursework around noticing and removing institutional barriers to create equitable opportunities for undocumented students. At the state board of education level, policies around the practitioner licensure for counselors should include a mandate that requires part of their continued professional development to focus on undocumented high school students and their unique needs within college and career readiness. Finally, based on the findings, it is important for school district leadership teams to provide the space and time for interdepartmental collaboration between high school counselors and other supporting staff. In order to meet the ASCA (2019) model for counseling, it is important that counselors have an opportunity to lead others in the important work of removing barriers for undocumented high school students in the college choice process.","abstract_has_math":false,"creators":["Muniz Munoz, Norma Angelica"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Roegman, Rachel","Flores, Osly","Rice, Patrick","Pak, Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["High school counselors","undocumented high school students","race","equity","immigration and school","access to higher education"],"languages":["en"],"rights":["Copyright, 2025, Norma A. Muñiz Muñoz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132662","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Roegman, Rachel","Flores, Osly","Rice, Patrick","Pak, Yoon"]},{"key":"dc:creator","label":"Author","values":["Muniz Munoz, Norma Angelica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-01"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High school counselors","undocumented high school students","race","equity","immigration and school","access to higher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright, 2025, Norma A. Muñiz Muñoz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132662"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This qualitative interview study examined the knowledge and perspectives of Chicagoland high school counselors around meeting the needs of undocumented high school students to support their transition to college. This study relied on the theoretical frameworks of Perna’s Model of College Choice (2006) and Stanton-Salazar’s concept of Institutional Agents. Using this combined framework, the researcher was able to analyze the role that high school counselors' knowledge, resources, and beliefs play in undocumented high school students’ college process. This research aimed to answer the following two research questions: (1) What knowledge and resources do high school counselors in the Chicagoland area have to support undocumented students' transition to college? (2) How do counselors in the Chicagoland area reflect on their personal beliefs, regarding immigration, as part of their job in advising undocumented students? The findings of the study demonstrate that while all high school counselors wish to help undocumented students by removing the unique barriers this marginalized group faces, some counselors' unconscious biases negatively impact the college choice process for some of the students they serve. These findings are concerning given the fact that many undocumented students rely on their counselors to transfer the knowledge and resources they need to attend college (Groce & Johnson, 2021). Furthermore, additional findings showed that all high school counselors interviewed believed professional development was very useful in order to obtain updates on legislation, resources, and good practices for working with undocumented high school students. Yet, the findings revealed that not all counselors seek professional development annually, or that even when their district provides mandated training, not all counselors attend the training. By not attending professional development, it is harder for counselors to stay well-informed or for their biases and assumptions to be challenged by data. Recommendations for policy and practices are addressed and emphasize the need for preparation programs for high school counselors to include coursework around noticing and removing institutional barriers to create equitable opportunities for undocumented students. At the state board of education level, policies around the practitioner licensure for counselors should include a mandate that requires part of their continued professional development to focus on undocumented high school students and their unique needs within college and career readiness. Finally, based on the findings, it is important for school district leadership teams to provide the space and time for interdepartmental collaboration between high school counselors and other supporting staff. In order to meet the ASCA (2019) model for counseling, it is important that counselors have an opportunity to lead others in the important work of removing barriers for undocumented high school students in the college choice process.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Norma Muniz Munoz, accepted the attached license on 2025-11-26 at 14:48.","The student, Norma Muniz Munoz, submitted this Dissertation for approval on 2025-11-26 at 14:54.","This Dissertation was approved for publication on 2025-12-01 at 11:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22969 on 2026-02-19 at 18:46:04"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["High school counselors’ knowledge and perspectives related to supporting undocumented students to navigate post-secondary options"]}]}],"canonical_facts":{"dc:contributor":["Roegman, Rachel","Flores, Osly","Rice, Patrick","Pak, Yoon"],"dc:creator":["Muniz Munoz, Norma Angelica"],"dc:date":["2025-12","2025-12-01"],"dc:description":["This qualitative interview study examined the knowledge and perspectives of Chicagoland high school counselors around meeting the needs of undocumented high school students to support their transition to college. This study relied on the theoretical frameworks of Perna’s Model of College Choice (2006) and Stanton-Salazar’s concept of Institutional Agents. Using this combined framework, the researcher was able to analyze the role that high school counselors' knowledge, resources, and beliefs play in undocumented high school students’ college process. This research aimed to answer the following two research questions: (1) What knowledge and resources do high school counselors in the Chicagoland area have to support undocumented students' transition to college? (2) How do counselors in the Chicagoland area reflect on their personal beliefs, regarding immigration, as part of their job in advising undocumented students? The findings of the study demonstrate that while all high school counselors wish to help undocumented students by removing the unique barriers this marginalized group faces, some counselors' unconscious biases negatively impact the college choice process for some of the students they serve. These findings are concerning given the fact that many undocumented students rely on their counselors to transfer the knowledge and resources they need to attend college (Groce & Johnson, 2021). Furthermore, additional findings showed that all high school counselors interviewed believed professional development was very useful in order to obtain updates on legislation, resources, and good practices for working with undocumented high school students. Yet, the findings revealed that not all counselors seek professional development annually, or that even when their district provides mandated training, not all counselors attend the training. By not attending professional development, it is harder for counselors to stay well-informed or for their biases and assumptions to be challenged by data. Recommendations for policy and practices are addressed and emphasize the need for preparation programs for high school counselors to include coursework around noticing and removing institutional barriers to create equitable opportunities for undocumented students. At the state board of education level, policies around the practitioner licensure for counselors should include a mandate that requires part of their continued professional development to focus on undocumented high school students and their unique needs within college and career readiness. Finally, based on the findings, it is important for school district leadership teams to provide the space and time for interdepartmental collaboration between high school counselors and other supporting staff. In order to meet the ASCA (2019) model for counseling, it is important that counselors have an opportunity to lead others in the important work of removing barriers for undocumented high school students in the college choice process.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Norma Muniz Munoz, accepted the attached license on 2025-11-26 at 14:48.","The student, Norma Muniz Munoz, submitted this Dissertation for approval on 2025-11-26 at 14:54.","This Dissertation was approved for publication on 2025-12-01 at 11:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22969 on 2026-02-19 at 18:46:04"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132662"],"dc:language":["en"],"dc:rights":["Copyright, 2025, Norma A. Muñiz Muñoz"],"dc:subject":["High school counselors","undocumented high school students","race","equity","immigration and school","access to higher education"],"dc:title":["High school counselors’ knowledge and perspectives related to supporting undocumented students to navigate post-secondary options"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}