Community colleges spend little time gathering data on how they are perceived by the various publics they serve. Such feedback is vital to making marketing decisions concerning college programs and services. Community colleges need to know more about their constituencies to not only make better marketing decisions but also improve and strengthen image. One of these constituencies is the high school guidance counselor. Considered one of the "top influencers" of high school students who are navigating the college choice process, high school guidance counselors are in a position to impact, favorably or unfavorably, community college image and enrollment (Stamats, 2004). The purpose of this study was to explore and describe high school guidance counselors' perceptions of community colleges in a Mid-Atlantic state and examine characteristics that were likely to influence the perceptions. Perception theory guided the investigation in an effort to understand counselors' perceptions and predict their advisement practices. For example, studying counselors' perceptions of community colleges as well as factors related to the perceptions may help to determine what is communicated to high school students concerning postsecondary options. A quantitative research design was used for this study. A 51-item questionnaire was mailed to 636 high school guidance counselors and 255 surveys were completed and returned, representing a 40% response rate. A combination of descriptive and inferential statistics along with content analysis for two open-ended questions was used to analyze and interpret data. High school guidance counselors held 10 major perceptions of community colleges, and seven institutional and personal characteristics were likely to influence these perceptions. During content analysis, counselors' perceptions emerged into five themes---image and reputation, gateway to higher education, partnerships and transitions, student preparation, and affordability. Community colleges can use these findings to not only make better decisions concerning marketing and recruitment practices but also to strengthen relationships and communication with high schools. -- Abstract.

Abstract: High school counselors have a significant role in guiding students during their college decision making process, yet they are typically not an intended audience of community college marketing efforts and little is known about their perceptions of community colleges or how those perceptions influence their guidance regarding pathways to higher education. The purpose of this qualitative case study was to examine high school counselors' perceptions of community colleges through the lens of Perception theory and to discover the factors that contribute to those perceptions and the role perceptions play on their advisement practices. This study contributes to the existing literature regarding perceptions of community colleges. Through case study research, 3 themes emerged: (1) personal experiences with community colleges, (2) the perceived quality of education and marketing materials, and (3) the perceptions of community college as a primary pathway to higher education. These themes were explored in terms of their influence on the perceptions held by high school counselors and the findings indicate that personal experiences and interactions with community colleges do help to create perceptions and that perceptions are ever-evolving based upon these experiences. Implications for policy and practice and recommendations for researching ways to create positive personal interactions with the community college are offered. Community college educators and high school counselors work toward a similar goal of providing opportunities to students through education. Creating a culture of positive personal interactions for students, potential students and influencers of the college choice process should be a deliberate and integrated part of marketing and outreach efforts by the college.

A summary of the literature on public perceptions of the community college reveals that perceptions vary widely. The literature also reveals that many factors (including media, institutional history, and institutional mission) are potential influences on the perception of the community college. It appears that most of the data collected in the past concerning the image of the community college is quantitative or categorical, and that very few qualitative studies have been conducted. The purpose of this qualitative intrinsic case study is to examine, from a constructivist perspective, perceptions of the community college, and the roots of those perceptions, held by a select group of 27 college bound North Carolina high school seniors. Both semi-structured participant interviews and written questionnaires were utilized in the study. The following research questions guide the focus of this study: 1. How do college bound high school seniors perceive the community college? 2. How do interpersonal relationships influence college bound high school seniors' perceptions of the community college? 3. What additional factors influence college bound high school seniors' perceptions of the community college? Significant findings include the tendency of community college students to be viewed as underachievers and the pervasive perception of the community college as a 'last chance' institution. Findings also suggest that, from student perspectives, counseling at the high school level may have some inconsistencies along racial lines when related to community college enrollment. Finally, the study suggests that college location, social opportunities, and athletic opportunities and events play significant roles in how participants perceive colleges.

This research sought to investigate the perceptions of the community college of seven high school counselors and advisors of College Avenue High School (CAHS). Specifically, this study examined the perceptions of seven CAHS counselors and advisors of Riverside Community College (RCC), a fictitious 2-year college in the Midwest. It further considered how high school counselors' and advisors' perceptions of RCC were informed by selected school leaders, faculty and students. Finally, the study examined how these perceptions were reflected in the counselors' and advisors' descriptions of their postsecondary advising of students.