High School College Counselors Enter into Diálogo (Dialogue) with Socioeconomically Disadvantaged Latine Students: A Pilot Study

Abstract

This qualitative study explores how high school college counselors and advisers engage in diálogo (dialogue) and build relationships with socioeconomically disadvantaged Latine students around college knowledge and postsecondary planning. Drawing on pláticas (conversation) with three bilingual, Latina/o-identifying counselors and advisers at California public high schools, the study examines how shared cultural heritage, lived experiences as first-generation college-goers, and long-standing ties to school communities shape relational advising practices. Findings reveal that college counselors leveraged cultural responsiveness, mentorship, and intentional programming to establish trust and demystify college-going processes. However, participants also identified systemic challenges—including high student-to-school-counselor ratios, limited access to professional development, and inequitable resource distribution—that constrained their capacity to provide individualized support. The literature review highlights persistent disparities in college access for low-income and minoritized students. The article concludes with recommendations for practice and policy, including increased hiring of dedicated college counselors, investment in culturally sustaining professional development, and further research into student perceptions of counseling support. This research contributes to a growing body of work on high school college counseling.