The New York Times (NYT) and National Public Radio (NPR) recently featured stories about highly selective colleges failing to find or meet the needs of low-income, high-achieving students. These students have generally received a different kind of support in their homes and communities than middle-class or upper-class students. Many of these students will be the first in their family to attend college. Some of the parents speak little English. Most attend large public high schools where budget cuts have been deeply implemented for years. Most school counselors in Portland have a caseload of 400 students or more.
In my work with these students, most recently through Minds Matter, I find that these students each need a different kind of support. Some are fiercely independent, refusing help because they don't think they need it. They fill out the complicated FAFSA and CSS Profile forms, without asking what many of the financial terms mean.
Others are amazing writers, but like to have a mentor always around throughout the writing process, with whom to discuss all the great thoughts and ideas emerging.
As with all teenagers, some beat the deadlines easily, and have time to absorb lots of feedback about their work. Others wait until the last minute, and therefore receive little support in sharing their best work.
The challenge for colleges and high school mentors is to get to know the students well enough to know how much and what kind of support is needed. It's hard to know someone well unless you have many hours of work with them and have the privilege of being with them both in hard times and relaxed times.
In my work with these students, most recently through Minds Matter, I find that these students each need a different kind of support. Some are fiercely independent, refusing help because they don't think they need it. They fill out the complicated FAFSA and CSS Profile forms, without asking what many of the financial terms mean.
Others are amazing writers, but like to have a mentor always around throughout the writing process, with whom to discuss all the great thoughts and ideas emerging.
As with all teenagers, some beat the deadlines easily, and have time to absorb lots of feedback about their work. Others wait until the last minute, and therefore receive little support in sharing their best work.
The challenge for colleges and high school mentors is to get to know the students well enough to know how much and what kind of support is needed. It's hard to know someone well unless you have many hours of work with them and have the privilege of being with them both in hard times and relaxed times.
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