Abstract
This thesis explores how high school (HS) counselors describe their work with newcomer multilingual learners (MLs). Using the lens of Yosso’s (2005) Community Cultural Wealth (CCW) framework to identify asset perspectives in their work with these students. They suggest specific supports and barriers impacting these students' academic and social success in school. Findings reveal that counselors often focus on addressing the immediate needs of HS newcomer MLs, such as language acquisition and academic readiness, but less frequently recognize the cultural, linguistic, and social assets students bring to their educational journey. Counselors highlight the importance of systemic supports, including onboarding processes, language aids, and culturally responsive practices. However, counselors also identify significant challenges, such as language barriers, rigid graduation requirements, and limited parental engagement. This study underscores the potential of CCW to shift deficit-based approaches to asset-based strategies while supporting and mentoring HS newcomer MLs. This research calls for enhanced professional development and collaboration practices that validate and incorporate the strengths of HS newcomer MLs, advancing equity and inclusion within schools.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Molina Openshaw, Sonia Lucrecia, "What Counselors Say Matters for Supporting High School Newcomer Multilingual Learners as They Work Toward Graduation" (2025). Theses and Dissertations. 10681.
https://scholarsarchive.byu.edu/etd/10681
Date Submitted
2025-02-28
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13517
Keywords
newcomers, multilingual learners, high school counselors, community cultural wealth, asset-based framework, educational equity
Language
english
