GUIDED PATHWAYS ACADEMIC COUNSELING AND STUDENT SUCCESS OUTCOMES: A MIXED METHODS STUDY OF LATINX STUDENT EXPERIENCES WITH ACADEMIC COUNSELING

The guided pathways framework was aimed at the creation of systemwide change through a redesign of student support mechanisms such as academic counseling. Latinx students, who were the largest ethnic group in the California Community College system, experienced gaps in success outcomes that necessitated an examination of the relationship between academic counseling and student success outcomes. This examination was aligned with practices in the field of academic counseling, which has evolved to stay current with best practices and regulations. This study addressed the lack of knowledge about how guided pathways academic counseling elements contribute to success outcomes of Latinx students at an HSI-designated community college in southern California. The purpose of this explanatory sequential mixed methods study was to examine data on the use of counseling elements and student experiences with academic counseling, with the goal of identifying impactful practices to improve Latinx students’ success outcomes. Findings from this mixed methods study found (a) frequency of contact, (b) educational plan completion, (c) a continuous connection with the same counselor, and (d) the approach of a counselor, including tone of voice, to be impactful practices to improve success outcomes for California Community College Latinx students.