Words that Shape Futures: Unveiling the Impact of School Counselors on First-Generation African American Students’ Postsecondary Aspirations

Abstract

Background: First-generation African American college students often rely on school counselors for guidance in navigating postsecondary pathways. However, disparities in access to counseling support may shape their college aspirations and decision making. Objectives: This study aimed to examine how first-generation African American college students perceived their high school counselors’ influence on their postsecondary planning and to identify counseling practices that either supported or hindered their college-going trajectories. Research Question: How do first-generation African American college students perceive the role and influence of their high school counselors in shaping their postsecondary aspirations? Methods: Using a critical race narrative inquiry design, the first author conducted semistructured life-story interviews with six first-generation African American college students who attended public high schools in a large Mid-South metropolitan area. Results and Conclusion: Three themes emerged. First, in “You call yourself a counselor; but...,” participants reported limited access to school counselors, weak relational connections, and perceived favoritism. Second, in “Your words don't make me or break me,” a school counselor’s language influenced motivation, although most participants had already planned to attend college before receiving meaningful support. Third, in “If you won't help me, someone else will,” participants emphasized how teachers, coaches, and family filled a critical role as alternative support systems when school counselors don’t meet the needs of their students. Findings underscore the need for school counselors to build authentic relationships, provide consistent and actionable college-planning support, and engage in equity-centered professional development to ensure first-generation African American college students receive personalized, equitable guidance.