AAQEP Accreditation 2022
Standard 4 Aspect B
Standard 4b. Seeks to meet state and local educator workforce needs and to diversify participation in the educator workforce through candidate recruitment and support
The program values recruiting students from diverse cultural backgrounds as a reflection of our local P-12 system. Therefore, multiple efforts have been made to bring candidates representing non-homogeneous racial, gender, and SES populations. Moreover, the program is aware of the unique needs that students might have. Several strategies have been used to support them throughout the program.
- Our program puts efforts into recruiting school counseling students from different racial/ethical backgrounds and aligning it with the demographics of K-12 students. Table 4.2 and 4.3 below show the parallel demographics data between our program’s recent graduates and K-12 Fresno County’s enrollment data. This parallelism is evidence that our program recruits students from diverse cultural backgrounds as a reflection of our local K-12 system
- Students are given surveys to understand their concerns and challenges regarding their education in the school counseling program at Fresno State. These surveys give students an opportunity to express their needs and expectations. Faculty discuss students’ feedback to provide necessary resources and advocate for minority students who may have unique challenges within the program.
- The decision for admitting students to the program is made regardless of applicants’ race, ethnicity, gender, socioeconomic status, religion, sexual orientation, or any other cultural identities.
- Each student in our program is assigned a faculty advisor. Students and faculty advisors meet multiple times in a semester to support students’ needs and their academic achievement in our program.
- Our program is starting a peer mentor program in Fall 2021 to support newly admitted students in our program. This program enables new students, especially first-generation college students, to receive cultural, social, and academic support and assist their transition to graduate school.
Table 4.2 Demographic Data of Recent Graduates
|American Indian or Alaska Native||N=1
|Hispanic or Latino||N=17
Table 4.3 2020-2021 Regional K-12 Enrollment Data by County (source: CDE DataQuest):
|American Indian or Alaska Native||0.6%||1.0%||0.7%||1.0%||0.5%|
|Hispanic or Latino||65.8%||75.6%||78.2%||71.3%||55.3%|