High School College Counselors Enter into Diálogo (Dialogue) with Socioeconomically Disadvantaged Latine Students: A Pilot Study.

This study examines how high school college counselors and advisers engage in diálogo (dialogue) and build relationships with socioeconomically disadvantaged Latine students to support college knowledge and postsecondary planning. Drawing on interviews with three bilingual, Latina/o-identifying counselors and advisers at California public high schools, the research highlights how shared cultural backgrounds, lived experiences as first-generation college-goers, and deep institutional ties foster trust and culturally responsive mentorship. Despite these relational strengths, systemic challenges such as high student-to-counselor ratios, limited professional development, and inequitable resource distribution constrain counselors' capacity to provide individualized support. The study recommends policy changes to reduce caseloads, invest in culturally sustaining professional development, and calls for further research on student perspectives to enhance equitable college counseling practices.