Establishing an Inclusive Practice, Supporting Our LGBTQIA+ Students

Note: This blog uses terms that may be unfamiliar to some readers. It Gets Better Project offers a helpful glossary.

Happy Pride Month, IECA!

In June, the month of the historic Stonewall Uprising of 1969, we celebrate with Pride the global LGBTQIA+ community and the Black and Brown trans foremothers of the gay rights movement, people who fought for equality and justice in the face of violence and harassment for being their authentic selves.

Pride Month is about celebration, but it is also about advocacy and activism. As IECs, we are in a prime position to be allies and advocates for our LGBTQIA+ students.

Supporting LGBTQIA+ People

The first thing we can do to support our LGBTQIA+ students and families is to ensure that we support our LGBTQIA+ colleagues and people in our everyday lives. Learning how individual schools, colleges, and therapeutic programs serve LGBTQIA+ students is important, but that information will land flat if our consulting practices and professional associations don’t operate inclusively to begin with.

Let’s start by recognizing the falsehoods and societal norms we’ve internalized and re-educate ourselves so we can be effective allies.

Misinformation and false assumptions cause harm to LGBTQIA+ people. Having a gender identity or sexual orientation that does not align with cisnormative, heteronormative standards is not someone’s lifestyle choice or political statement. It is the true, lived experience of a human being.

Being raised with recent social norms can result in anti-LGBTQIA+ bias and internalized homophobia, transphobia, and heterosexism—even for people within the LGBTQIA+ community. These norms lead us to expect that people are heterosexual and identify with the gender they were assigned at birth unless we’re told otherwise, unless the person “comes out.” These assumptions are unconscious until we make an effort to examine and counteract them by seeking education.

Educating Ourselves

LGBTQIA+. Heteronormative. Homophobia. Transgender. Ally. Microaggression. Gay. Queer.

Some of these words may be familiar. Others may not. Make an effort to learn them. Find a buddy to practice with and help you use them. Pronouns and chosen names, in particular, require practice.

Education helps us be informed and effective allies. Don’t rely on an LGBTQIA+ person to define terms or tell you why certain language is hurtful or offensive. Use Google and accept responsibility for your own learning. (You’ll find numerous resources throughout this blog.)

Being an Ally Requires Action

Allies take action even when it’s uncomfortable.

For example: Speak up when you observe microaggressions against an LGBTQIA+ person or group. Correct a speaker who has misgendered someone. Don’t let others use words like “gay” or “queer” in a negative way or tell an LGBTQIA+ person to act or look differently in order to fit in. When you make an inevitable mistake, apologize, correct it, and move on without calling further attention to the blunder.

Be an Ally by Protecting LGBTQIA+ Students

We live in an unjust world where LGBTQIA+ students are not always safe, even at home. If a student comes out to you, respond with appreciation, respect, and affirmation. Listen attentively. Ask if they need any help or resources.

Maintain student confidentiality in conversation, communication, and written notes. It is critically important that we don’t “out” a student to anyone, including their family. Consider specifying in your client agreement that you will maintain student confidentiality except in cases where you are a mandatory reporter or choose to follow such guidelines.

Develop a list of local and online organizations that you can share with students if needed. GLSEN’s When A Student Comes Out to You blog provides helpful advice for education professionals, and their Coming Out blog and handout are excellent resources for students.

Other Actions That Build an Inclusive Practice

  • Create and promote a non-discrimination policy.
    Be sure your policy includes non-discrimination based on sexual orientation and gender identity or expression. Ensure that it applies to all individuals, including students, parents/guardians/caregivers, employees, vendors, and your professional network.
  • Conduct a content audit.
    Are your forms, resources, and photos inclusive of all identities and family structures? Do you use inclusive language in your online content and communication with families?
  • Ask for chosen or preferred name, rather than nickname.
    A nickname can be informal or trivial, whereas a trans student’s chosen name is a vital affirmation of their identity. To be inclusive of trans students, use the term chosen name or preferred name, or simply ask “What would you like me to call you?”
  • Don’t require, or even request, a person’s legal name.
    A trans person’s legal name may be dysphoric for them. Only ask for it when absolutely necessary, such as on applications that will need to match the student’s high school or medical records.
  • Avoid “othering” trans and non-binary people when requesting pronouns.
    When requesting pronouns from clients, provide a blank line where each respondent may fill in their own answer. This is preferable to trying to list all possible pronouns and avoids minimizing the identity of someone who might otherwise have selected “Other.”
  • Don’t make sharing pronouns compulsory.
    A student may feel unsafe sharing their pronouns, especially in a group setting. Likewise, someone who is struggling to determine their true identity after years of hiding it may not be ready to share definitive pronouns. Make sharing an option, not a requirement. Use the person’s name when referring to them until they share their pronouns or you can ask privately.

Safer Spaces Start with Us

Establishing an inclusive practice for LGBTQIA+ students and families requires that we continue to learn and grow. The resulting strength of our personal and professional relationships, and the joy of a well-supported and well-advised student, remind us why the effort is worth it.

Suzanne Lewis, M.Ed., is founder & CEO of Meridian Educational Consulting LLC. As an active Professional member of IECA, she serves on the Diversity, Equity, & Inclusion (DEI) Committee, was a 2021 Summer Training Institute (STI) faculty member, and co-founded the LGBTQIA+ and Allies Affinity Group with Chris Andersson.

Resources for Further Study

Many local and national organizations provide resources and education for you or your constituents:

PFLAG – With over 400 chapters across the country, PFLAG provides confidential peer support, education, and advocacy to LGBTQ+ people, their parents and families, and allies.

GLSEN – Their mission is to ensure that every member of every K-12 school community is valued and respected regardless of sexual orientation, gender identity, or gender expression. Provides student programs, advocacy, research, and policy work.

The Trevor Project – The world’s largest suicide prevention and crisis intervention organization for LGBTQ young people. Also offers resources and education for people working with LGBTQ youth.

  • Read the report from their 2022 National Survey on LGBTQ Youth Mental Health.

It Gets Better Project – Their mission is to uplift, empower, and connect LGBTQ+ youth around the globe. Offers inspiring content and mental health tools.

Campus Pride – The leading organization for student leaders and campus groups working to create a safer college environment for LGBTQ students. Known for the Campus Pride Index database of LGBTQ-friendly campuses, they offer a myriad of other resources for college students and those building college lists.

The Williams Institute – The leading research center on sexual orientation and gender identity law and public policy. Ensures that facts—not stereotypes—inform laws, policies, and judicial decisions that affect the LGBT community.

  • Published a report in May 2022 on the “Experiences of LGBTQ People in Four-Year Colleges and Graduate Programs.”

Introducing The AXS Companion to Common App, Designed to Support Under-Resourced Students

College enrollment continues to decline while barriers for under-resourced students grow—but The AXS Companion to Common App, a new initiative by IECA, in partnership with Oregon State University, aims to reverse this trend by supporting these students as they begin their college journey.

Applying to college is already a complex and often stressful process, and first-generation, low-income, and underrepresented students of color have faced even greater hurdles to college during the pandemic: reduced or no access to college and school counselors; limited opportunities to access information and resources due to school closures; and a lack of familiarity with the US college and financial aid application processes within their families.

According to Common App, approximately one-third of their million-plus annual applicants are first-generation students. These students are more likely to create Common App accounts without submitting applications because they “often lack familial and school-based guidance on how to navigate the complex admission waters,” according to a recent article on BestColleges.com. It continues: “Just last year, about 700,000 seniors who opened Common App accounts never completed an application.”

Seeing this disparity in access to higher education, a group of IECA members set out to make a change. The result is The AXS Companion, a free online resource that aims to improve access and clarity for under-resourced students who lack college counseling support. Through detailed videos, The AXS Companion walks students through each step of Common App from beginning to end. Alternatively, students can watch an individual section’s videos to understand how to best respond to that section based on their circumstances.

View this video to see samples of The AXS Companion and to learn more about the project:

How the Project Came About

Several years ago, Maite Halley, an IECA member who has been a leader in the association in several capacities, envisioned this project as live workshops to support under-resourced communities. During COVID-19, Marilyn O’Toole, IECA member and liaison to Common App, asked Common App leadership if IECA members could pivot and develop step-by-step videos for the initiative instead.

With Common App’s approval, O’Toole then engaged Jon Boeckenstedt, vice provost at Oregon State University to discuss solutions to store and organize the video resources. This evolved into the collaborative framework of Oregon State University Ecampus building the platform, with IECA providing the content.

Left to right, clockwise: IECA members Jeffy Levy, Marilyn O'Toole, Pat Smith, Ibrahim Firat, Sylvia Jackman, Louise Franklin, and Jennie Kent.

Over the last eight months, many IECA members have worked tirelessly on this project, including: Ibrahim Firat, Louise Franklin, Carolyn Gelderman, Anne Holmdahl, Sylvia Jackman, Amy Jasper, Jennie Kent, Jeff Levy, Janae McCullough-Boyd, Marilyn O’Toole, Chantal Paiewonksy, Veena Rao, Pat Smith, and Juan Camilo Tamayo. These dedicated members produced the project content, which included writing and editing curriculum and scripts, as well as recording audio and video for 50+ modules for each section of Common App. Additionally, they called on experts in various fields to support their efforts, and created modules that provide financial aid guidance, essay suggestions, and admissions officers’ advice. The project creators chose the name The AXS Companion because of the double entendre: improving student access through the collaborative axis of higher education and IECA.

The AXS Companion was introduced at the IECA 2022 Spring Conference in Philadelphia and is expected to launch in mid-September 2022, when it will be presented at the NACAC National Conference in Houston, September 22-24, 2022. The AXS Companion will then be available for student use in September 2022, as students begin the college application process for fall 2023 admission.

IECA is grateful to the members of the Oregon State University Ecampus who trained our colleagues to audio and visually record each section and then edited hours of their recordings, adding animation to make the directions and guidance clear. In addition, thank you to the engineers, graphic designers, animators, and project managers who have worked tirelessly to create this invaluable resource. 

Pictured above (left to right, clockwise): IECA members Jeffy Levy, Marilyn O’Toole, Pat Smith, Ibrahim Firat, Sylvia Jackman, Louise Franklin, and Jennie Kent.

 

IECA Advocates for School Safety in Wake of Texas School Shooting

All of us at IECA are profoundly saddened by the horrific school shooting at Robb Elementary School in Uvalde, Texas yesterday. We offer our deepest sympathies to those who lost loved ones at this senseless, devastating act of violence, and to the entire Uvalde, Texas community. We also extend our support to those who are re-traumatized from other, all-too-familiar past violent experiences both within and beyond school buildings.

As educators, we call for action by our elected officials to restore our schools as safe environments for students, teachers, families, and staff. We encourage our members to look closely at the policies of their local officials and to advocate for initiatives aimed at firearm safety and mental health initiatives toward preventing such future tragic violent acts. No teacher or child should have to feel afraid in a classroom.

For parents and educators across the country helping students process this horrific event, these resources may be helpful:

How The New Digital SAT May Impact Students with Learning Differences

The standardized testing landscape has changed dramatically in the past few years with the pandemic-fueled increase in test-optional and even test-blind college admissions. Now the new digital SAT is shaking up the landscape even more, particularly for those students who receive standardized testing accommodations. With many assistive technology options, the new digital SAT will likely benefit many students with learning differences. However, there are a few drawbacks to consider.

Here are some ways the new digital SAT may positively and negatively impact neurodiverse students.

Pros:
  • Shorter test will benefit students with attention challenges such as ADHD
  • Completing the test on the computer will eliminate the difficulty some students have with tracking and alleviate the difficulties with bubbling in a scantron form for those with fine motor control challenges
  • Adaptive questions, which adjust to a student’s ability, may decrease frustration
  • More time per question, so a student’s processing speed is less important
  • Shorter reading passages benefit those with reading challenges
  • Text-to-speech capability, where a student can adjust the speed of delivery vs. relying on a human reader, which can be unpredictable
  • Students can alter the font size and type of font, colors, and background for increased readability
  • Calculator available on screen to help those with math calculation difficulties
  • Math formulas available for students to reference, reducing the need for memorization
  • Highlighter tool can help students mark text or answer options
  • Students can increase amount of white space between lines of text for easier reading
  • No more relying on a live proctor—extra time is much easier to administer because it’s run by the computer, ensuring a consistent, reliable experience
  • Students can isolate one line of text at a time to block out distractions
  • Students can eliminate answers using “strikethrough” to help them narrow answer options
  • Students can zoom in to make text bigger
  • Scratch paper will still be available
  • Access to a clock on the computer that counts down the time and gives a five-minute warning, helping students to manage their time strategically
Possible Cons:
  • The adaptive feature could cause anxiety and distraction for students who try to figure out the level of questions they are being offered
  • Students without computers will be using borrowed computers they may not be familiar with; this could disadvantage students without access to computers or who don’t have a comfort level with the computer they will using for the test

The PSAT in October 2022 will be a good trial run to see the ways in which LD/ND students experience and potentially benefit from the new format. IECs need to be aware that the class of 2025 will be a “test” class, because the scoring will be different from the paper SAT and there will be no correlation tables. IECs can help students prepare for the new format by recommending they take a digital practice test (if available) to familiarize themselves with using their accommodations on the new format.

Overall, the new digital SAT has the potential to greatly improve the testing experience for many students with learning differences.

By Elizabeth Cooper, JD, IECA (MA); Julie Richie, MFA, IECA (TX); and Ann Rossbach, MAT, CEP, IECA (NJ)

Tips for IECs Guiding College Transfer Applicants

Not all students start at university and graduate four years later from their initial university. Some students start at community college with a plan to transfer to a four-year university in an effort to save money, have smaller, more supportive foundational courses, and/or explore different courses prior to settling on a major. Others enroll at a four-year university but determine that the school is not the best fit for them after all. With a global pandemic causing financial hardships and making college visits more difficult, independent educational consultants (IECs) may find themselves guiding more transfer applicants to four-year universities.

Below are tips for IECs helping student applicants manage this transition.

College Grades Matter Most

Whether students are enrolled in a community college or another four-year university, students should know that admissions officers will be focusing primarily on the college courses taken and grades earned. Some universities may have specific unit or course requirements for transfer students, such as having completed a minimum number of units or core courses in a breadth of subjects. Determining transfer eligibility will require careful research of each potential university. 

To a lesser extent, admissions officers will be looking at engagement in clubs and activities while at college. Strong transfer applicants will have made the most of their time at their initial institution. Extracurricular activities from high school or a gap year may be considered if the student has spent less than two years at the initial college. 

The Major

Most transfer applicants will need to apply to a specific major. Unlike first-year applicants, transfer applicants generally cannot apply as an Undeclared or Undecided major as the university that the student is applying to wants to know that the applicant will be able to complete their degree within two to three years of transferring.  

Appropriate preparation for transfer may include the completion of prerequisite courses for the major, especially when applying to competitive or impacted fields. Ask students to acquire and save syllabi from their classes whenever possible, as some schools and major departments may use these to evaluate course equivalencies.  

Articulation Agreements and Transfer Guarantees

Some community colleges have transfer admission guarantee programs with universities, but applicants must meet very specific requirements, and students may need to start with a detailed plan when they initially enroll at community college in order to take required courses (especially important for STEM majors for which successive courses require prerequisites). In some cases, these guarantees may require completion of an associate’s degree.  

If there is no specific guarantee or transfer pathway in place, or if the student is hoping to transfer between four-year schools, look for articulation agreements and course equivalency guides. Many universities post transfer courses that have previously been accepted for credit, or participate in a central database, such as Transferology 

Transfer Application Essays

The community college to four-year university application essay should focus on how the student has planned and prepared for transfer and may include details about extracurricular activities at the college or in the workforce. 

 The four-year university to four-year university transfer application essay should focus on the positive reasons for transferring, and what the student will do differently at the new university in order to be successful. It is best to avoid saying anything negative about the previous university (aside from it not being the best fit for the student). 

The Transfer Transition

Check to see if there are transfer coordinators, transfer support programs, and transfer housing at the schools being considered. All of these will help the student make the transition to a new university.  

Map out a path to graduation at potential universities. Some transfer students find that an additional semester or year is required to graduate in the desired major. It may be useful to check on maximum unit policies and fifth-year senior housing possibilities in some cases to ensure that the student will not just be able to gain admittance to a new university, but also graduate with a degree in a reasonable timeframe. 

Finally, check to see what financial aid may be available at the universities where you will be applying to transfer to. Applicants will need to submit the FAFSA in order to receive any need-based aid that they qualify for. Some, but not all, universities offer merit aid to transfer students. 

IECA members: Join the Transfer Students Affinity Group on the Member Network for more support and discussion on working with college students exploring undergraduate transfer opportunities. 

By Jaime Smith, MA, IECA Associate (OR) and Priscilla Vivio, MEd, IECA Associate (WA),  IECA Transfer Students Affinity Group Coordinators 

New Year, Fresh Start

While many of us have already made—and broken—resolutions for the New Year, I wanted to offer a few ideas for independent educational consultants (IECs) still exploring goals and direction for 2022.

1. Establish a personal care plan.

No one—not a parent, teacher, or an independent educational consultant—can take on the concerns, anxieties, and emotional baggage of clients without a plan to care for their own emotional well-being. Explore some of the many mindfulness apps, begin a walking routine, join a book club—whatever works for you. Choose something that will help you escape the work you do. If you get into the habit NOW, it will already be part of your normal routine when the next busy season arrives.

2. Remember the personal care needs of your employees as well.

As we close in on the two-year anniversary of COVID-19, let’s also remember that your accountant, client-services rep, tutors, and essays specialist are also dealing with demands of work and disruptions to family norms. Think about offering flexible scheduling, time for exercise, and responsiveness to COVID-related scheduling changes, and resolve to give your team space to thrive.

3. Consider how rough it has been for so many people.

In addition to health care workers, many others are bearing relentless attacks by those who seemingly blame them for things well outside of their control. This includes food servers, teachers, store clerks, and airline workers. Let’s resolve to show some grace and offer words of affirmation to those whose work has become unpleasant.

4. Take advantage of technology in ways that make your life and your clients’ lives easier.

Talk about a win-win! Consider online payment platforms, meeting schedulers, offering digital resources, and using a new social media platform—just a few examples of technology use that ought to be on your radar this year.

5. Uncover ways that you can be a better IEC to under-resourced and under-supported communities.

This could take the form of pro bono work or volunteering with a community-based organization. It can also mean looking at ways you could do a better job understanding and responding to the changing face of adolescents. As America’s teens become more diverse, resolve to take coursework, get certified, and become more knowledgeable about inclusion—whether the differences are based in race, religion, sexual identify, physical disabilities, or neurodiversity. Becoming an advocate for the under-served or marginalized makes you a stronger IEC in your own practice and in educating peers.

6. Finally, get involved in your professional IECA community.

Become a mentor, request a mentor, learn a new specialty, attend an IECA conference, present a session or lead a discussion at a conference, join Affinity Groups, and become active in your Regional Group. This is how we make the profession and the association stronger. Resolve to recommend membership to an unaffiliated IEC. Let’s strengthen our community, together.

By Mark Sklarow, IECA CEO

IECA Grants Annual Making a Difference Award to Seven Independent Educational Consultants

Honorees Have Gone Above and Beyond to Support Their Fellow Members During the Year

IECA has recognized seven independent educational consultants (IECs) across the US with its annual Making a Difference Awards in recognition of their selfless volunteer efforts that have made a difference in the work of the association’s 2,300 members during this year.

Award recipients include Christopher Bell of Boulder, CO; Cynthia Cohen of Denver, CO; Eric Dobler of Cheshire, CT; Deborah Davis Groves of Austin, TX; Sylvia Jackman of Lexington, SC; Stephanie Meade of Studio City, CA; and Luisa Rabe of Haverford, PA. . They were selected from the general membership and are not currently serving in formal leadership roles in IECA.

The efforts of these members have added significantly to the strengths and skills of their IECA member colleagues in their work with tens of thousands of students annually. The lifelong learning, collegiality, and ethical standards represented by the awardees are the hallmarks of IECA.

The Making a Difference Awards were presented by Kristina Dooley, IECA board president, during the organization’s Fall Conference (November 10-12, 2021), which was attended by more than 600 independent educational consultants and over 250 colleges, schools, and programs.

“Our seven awardees have gone above and beyond by fostering connections among IECA members and sharing resources, information, and ideas that have been invaluable to their IEC practices,” said IECA CEO Mark Sklarow. “Their efforts are a testament to the collegiality of IECA members.”

Christopher Bell
Cynthia Cohen
Eric Dobler
Deborah Davis Groves

Sylvia Jackman
Stephanie Meade
Luisa Rabe

A Legacy Obsolete

The families I advise are generally aware of legacy admission practices, but many are less informed regarding its origins and the degree of advantage that it affords them.

As an independent educational consultant who works directly with students who benefit from this policy, I can also vouch for the pressure, and even embarrassment, this adds to an already stressful process. Not unlike the Varsity Blues scandal, students are the ones caught in the crosshairs of outside influences and expectations that can infringe on and even deter the process of finding that perfect-fit college.  

Although increasing college access and diversity is a growing priority for colleges, I have found legacy admissions to be the proverbial elephant in the room. The contradictory policy of legacy status still appears to be considered sacrosanct by many postsecondary institutions. College admissions is subjective, and the institutional priorities that define who is admitted each year often place emphasis on varying qualities that are not associated with academic merit: athletics, ability to pay, etc. However, the notion that an advantage is granted to applicants based on historical ties to the college is completely unjust when considering our country’s painful history of denying postsecondary access to students based on race, gender, and religion. Many colleges have a page on their websites dedicated to a commitment to diversity, equity, and inclusion, yet duplicitously maintain legacy status in the admissions process, giving a clear (non-merit-based) boost to more privileged populations. 

Dartmouth College is the notorious trailblazer of legacy admissions, first introducing the practice in 1922, with other colleges such as Yale following closely behind. The origins of using legacy in admissions are seeded in nativism and antisemitism, created to ensure that certain populations remained excluded. Selective colleges such as Harvard and Princeton have single digit admit rates for the general population, yet admit about a third of legacy status applicants. At Cornell University, legacy admits make up “around 15% of the student body,” almost five times that of the Black student population, or almost equal to that of the entire Black and Latino populations combined. Although colleges have confirmed that legacy admits are often academically qualified, competitive applicants, this practice has given additional privileges to an already affluent population, further compounding inequity in the admissions process and serving as a barrier to achieving higher rates of diversity at college campuses. Furthermore, those who promote the use of legacy admission say it guarantees loyal alumni giving; research shows there is no correlation.   

Amherst College is the most recent institution to end legacy admission preference, citing it as a policy “that inadvertently limits educational opportunity.” The College is also strengthening its financial aid programming in an effort to making an Amherst experience more affordable and accessible to all students. Amherst joins the ranks of colleges like MIT and the California Institute of Technology in creating a holistic approach to admission that does not factor in alumni connections.  

Although legacy status is just one aspect of a college admissions process already rife with advantages for the wealthy and privileged, eliminating it is one solid gesture that all colleges can take to “walk the walk” in their diversity, access, and inclusion efforts. I applaud Amherst College, and its predecessors, for having the courage to make bold changes to embrace a new legacy that embodies the visionary leadership our students and families deserve. Breaking with past practices is something we all must be willing to do to create meaningful change for the diverse populations of students that we are called to serve and advocate for as college access professionals. 

By Yvonne Espinoza, IECA (TX)

Yvonne Espinoza, Yvonne Espinoza College Counseling Services, can be reached at [email protected]

How to Navigate Vaccine and Mask Mandates with Your Students and Families

More than 18 months into the pandemic, COVID-19 continues to impact the landscape of college admissions and how life on campuses looks these days. With mask and vaccine mandates varying across the country—as well as the responses to them from prospective students and their families—many IECA members are looking for suggestions about how to guide parents and students through this tumultuous time. IECA Secretary/Treasurer Ibrahim Firat (TX) offers this perspective and advice.

Stay Informed about a College’s Mandates and its Political Climate

Our office is staying informed about college mandates/requirements by reaching out to current and past students (who are in college now) to hear what they are experiencing; reading the Chronicle of Higher Education’s up-to-date information about colleges’ vaccine mandates and other requirements; and staying in touch with admissions office contacts.

We rely on current/past student feedback, online forums, student-published media (newspaper, radio, podcast etc.), events on campus, and faculty-led research/publications to keep our pulse on the political climate of the college.

Provide Context for Vaccine Mandates

Just as size, location, academics, etc. are factors to decide where to go to college, so are rules/regulations/mandates. Vaccine mandates are not new, however; certain vaccines (i.e. meningitis) have been required by colleges for some time, so we start by reminding that this has been around. Secondly, we remind parents that their college-bound student is (or by the time they go off to college will be) 18+/adult and that it really is their decision to further pursue discussions with the school about mandates. Thirdly, colleges have been providing religious and/or health-related exemptions to mandates and that they can look into these options if necessary/applicable.

Continue to Guide Students and Families According to Best-Fit

There is a fine line between making this issue political and scientific versus completely college admissions or fit related. We do not get into the politics or the science of it as we are NOT the experts in those areas. We do get into the factors of selecting the right-fit college for the individual student/family’s values, and if certain school’s mandates are against those values, then it is simply an X rather than a checkmark next to that factor and we treat it as such. For some people, that X means everything; for some people that X is just another factor that may not fit them (i.e. size of campus/class size) and it may be okay.

College life on campus is shifting from all angles (i.e. living, dining, political climate, frats/sororities, etc.). How can we support families who are trying to find the best-fit college in this dynamic environment? It is a challenge, given that we still cannot visit most universities in person to gather updated info and get a feel for these “vibes.” But we must use the resources available to us to find the college that best matches the student’s educational, social, professional, and personal growth.

Ibrahim Firat, Firat Educational Solutions, LLC, can be reached at [email protected]

IECA Condemns Anti-Asian Violence

We at IECA are outraged, frustrated, and deeply saddened by recent hate crimes across the country targeting Asian Americans and Pacific Islanders (AAPI).  We grieve for the eight lives lost in Atlanta this week—six of whom were women of Asian descent—as well as the many other victims of anti-Asian racism, oppression, and harassment. IECA condemns all forms of racism and is committed to working toward a fair, just, and equitable society.

Since the beginning of the COVID-19 pandemic, we have witnessed a disturbing increase in anti-Asian violence, discrimination, and harassment globally. The events in the news this week, and stories shared during hearings in Congress in recent days, are the latest in a series of tragic and painful experiences. We offer our support and empathy to our AAPI students, families, members, and affiliated professionals.

IECA is committed to helping families of all backgrounds have access to skilled and ethical academic or therapeutic guidance, regardless of race, ethnicity, economic status, or zip code. Our work to continue promoting equity, fairness, and anti-racism must be constant. Join us in learning more and standing against social injustice. Here are resources to help you take action today:

As leaders in education, we have an opportunity to model leadership that is focused on unity, support, and action. We must do our part to build a more informed, inclusive, and socially just society.