PROGRAM PROPOSAL

DATE

CLD NEWCOMER COLLEGE & CAREER READINESS

FALL 2013
AMARILIS ARGUETA::CASSIE HUERTAS:: SARAH BURGOS
Tuesday, November 12, 2013

COMMON ISSUES facing CLD students

acculturative stress anxiety, depression racism stress of learning a second language poverty identity crises

(Elizalde-Utnick, 2010; Sinacore, Park-Saltzman, Mikhail, & Wada, 2011)

Tuesday, November 12, 2013

CAREER ISSUES facing CLD students

lower career self-efcacy lack of culturally sensitive career development programs disconnect between initial goals and outcomes higher representation of minorities among high school drop outs Latinos, in particular: largest ethnic group in the U.S. historically low employment training* historically low college enrollment* historically low high school graduation rates*
*compared to dominant culture
(Mitcham, Greenidge, Bradham-Cousar, Figliozzi, & Thompson, 2012; Zalaquett & Baez, 2012)
Tuesday, November 12, 2013

systemic inequalities
40% students of CLD backgrounds schools structured to serve dominant
culture CLD students disproportionately represented in: special education disciplinary actions placement decisions academic performance

(Chu, 2011; Gndara & Maxwell-Jolly, 1999; Sullivan, 2011)

Tuesday, November 12, 2013

RECOMMENDATIONS FOR INTERVENTION

social justice and advocacy (Mitcham et al., 2012, p.3) differentiation of career services counselor self-awareness researching students cultures communicating respect
(Elizalde-Utnick, 2010; Zalaquett & Baez, 2012)

Tuesday, November 12, 2013

SPECIFIC INTERVENTIONS
orientation groups for newcomers involving parents, family ESL classes for parents counseling services in native languages teaching goal setting and decision-making skills exposure to wide variety of occupations + in depth knowledge of careers life planning vs. career planning (collectivist cultures) pair interventions with community resources pair students with mentors of same/similar CLD background
(Elizalde-Utnick, 2010; Grier-Redd, Arcinue, & Chahia, 2012; Martin, Morrow, Jackson, Pea, FitzGerald, & Seng, 2009; Mitcham et al., 2012; Sinacore, Park-Saltzman, Mikhail, & Wada, 2011)
Tuesday, November 12, 2013

TARGET GROUP: RATIONALE:

CLD newcomer students 10th-12th grade immigrated to U.S. over 1 yr ago intermediate level of English lack of culturally sensitive career

development programs; CLD students underrepresented in college enrollment & STEM careers

PURPOSE:

help CLD newcomer students effectively

navigate U.S. college & career system; provide better grasp of how to achieve occupational success in U.S.

Tuesday, November 12, 2013

GOALS
Tuesday, November 12, 2013

open up career options increase career identication demonstrate education & career link match talents & interests to careers provide college & career readiness skills engage parents & family

RECRUITMENT
list of all students who meet selection criterion:
CLD newcomer student 10th-12th grade in U.S. for at least 1 year intermediate level of English (at least)

speak with teacher about who would benet most interview students {volunteered & recommended} call parents to get permission

Tuesday, November 12, 2013

RESOURCES NEEDED
mentors/internships from community
promotional posters/yers, letters home to parents (postage),
translated materials

initial big meeting: gym, chairs, tables, presentation boards, career

info sheets with salary & job growth information, career posters, community and STEM career representation, snacks/food/drinks, translators

weekly/monthly meetings: ofce space or empty classroom, chairs,

career assessment inventories, computers/laptops

Tuesday, November 12, 2013

IMPLEMENTATION PLAN
PHASE ONE
Tuesday, November 12, 2013

BIG MEETING

PHASE 1: BIG MEETING

large career fair for all students essential information provided parents/family of CLD students invited ensure translators available tables representing wide variety of career elds career info sheets community involvement/businesses represented STEM careers highlighted career professionals of CLD backgrounds represented at each table engaging: creative demonstrations, door prizes, etc. snacks/food to create welcoming atmosphere
Tuesday, November 12, 2013

IMPLEMENTATION PLAN
PHASE TWO
Tuesday, November 12, 2013

WEEKLY SMALL GROUPS

PHASE 2: SMALL GROUPS

weekly sessions for 10 weeks small group of 10 students or less students chosen for groups via interviews {volunteers & recommendations} possible session topics: understanding careers and expectations in U.S. reection of careers and culture in home country & U.S. integrating family through career genograms interests, abilities, goals, and personal narratives career resources and assessment assessment results and lining up with academic & career goals matching students to potential internship sites creating a vision board

Tuesday, November 12, 2013

IMPLEMENTATION PLAN
PHASE THREE
Tuesday, November 12, 2013

MENTORSHIP::INTERNSHIP

PHASE 3: MENTORSHIPINTERNSHIP
list of internship, volunteer, or job sites associated with a wide
variety of careers

students placed in relevant internship sites corresponding to area

of career interest

students matched with supervisors at internships to act as

mentors to students on the job

mentors trained or given set of guidelines to assist them students matched with mentors of same/similar CLD background internship experience= 1 year at least sites provide feedback on student progress
Tuesday, November 12, 2013

IMPLEMENTATION PLAN
PHASE FOUR
Tuesday, November 12, 2013

FOLLOW UP

PHASE 4: FOLLOW UP
once 10 wk group is over, continue monthly sessions

monthly groups= 10-20 students per session sessions to cover additional topics:
resume writing interview skills college application process nancial aid budgeting/money workshop, etc. students report on internship sites- successes and struggles

parents & family members invited to monthly meetings

Tuesday, November 12, 2013

EVALUATION & ASSESSMENT

pre & post-group survey internship hours and supervisor reports absences/tardies college application & registration grades self-reports teacher feedback

Tuesday, November 12, 2013

 CLD students will feel condent in skills &

future goals

EXPECTED OUTCOMES

CLD students will identify several realistic

college & career goals

CLD students will be more motivated

academically, better understanding the academics and career link

more CLD students will apply for college or

vocational programs

successful alumni of program will serve as

mentors to younger students

Tuesday, November 12, 2013

REFERENCES
Chu, S. (2011). Perspectives in understanding the schooling and achievement of students from culturally and linguistically diverse backgrounds. Journal Of Instructional Psychology, 38(3/4), 201-209. Elizalde-Utnick, G. (2010). Immigrant families: Strategies for school support. Principal Leadership, 10, 12-16. Gndara, P. & Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates. University of California, Davis. 2, 4-14. Retrieved from http://research.collegeboard.org/publications/content/2012/05/priming-pump-strategies-increasing-achievementunderrepresented Grier-Reed, T. Arcinue, F., and Chahia, R. (2012). Constructivist career counseling with Asian American college students. Career Planning and Adult Development Journal, 28(1), 15-26. Martin, S.B., Morrow, J.R., Jackson, A.W., Pea, E., Fitzgerald, S., & Seng, S.(2009).vDevelopment & implementation of a school-based !health promotion program to increase hispanic ninth grade students career awareness. Tahperd Journal, 12-15. Mitcham, M., Greenidge, W, Bradham-Cousar, M., Figliozzi, J. & Thompson, M. (2012). Increasing career self-efcacy through group work with culturally and linguistically diverse students. Journal of School Counseling, 10, 1-26. Sinacore, A.L., Park-Saltzman, J., Mikhail, A., and Wada, K. (2011). Falling through the cracks: Academic and career challenges faced by immigrant graduate students. Canadian Journal of Counseling and Psychotherapy, 45(2), 168-187. Sullivan, A. L. (2011). Disproportionality in special education identication and placement of English language learners. Exceptional Children, 77(3), 317-334 Zalaquett, C. and Baez, J. (2012). Career counseling with Hispanics/Latinos/as. Career Planning and Adult Development Journal, 28(1), 57-71.

Tuesday, November 12, 2013