Using the HSLS:09 data set and social capital theory as a framework, the authors examined which student and school characteristics predicted students’ identification of their school counselor as the person who had the most influence in their thinking about postsecondary education (N = 3,239,560). Results indicated that African American, first-generation, and private school students were more likely to name their counselor as having had the greatest influence. The article discusses future research and implications for policy, practice and training.
The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.
The negative consequences associated with out-of-school suspension (OSS) are widely recognized, yet its commonly utilized counterpart, in-school suspension (ISS), has received little attention. This study examined school and student characteristics that predicted ISS and its links to academic outcomes, using the nationally representative High School Longitudinal Study of 2009. The sample included 11,860 public high school students, equating to a nationally representative sample of 2,993,918 students upon the application of primary sampling weights for each student and balanced repeated replicate weights to account for students nested in schools. Students who were Black, male, of lower socioeconomic status (SES), or placed in special education were significantly more likely to receive ISS. Further, ISS was associated with lower grade point averages and increased likelihood of high school dropout. These findings raise caution about the use of ISS, particularly as schools consider using ISS as an alternative to OSS. (PsycINFO Database Record
There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.
Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students' academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her fifth grade African American students. A dimension that emerged from the data was emotional connectedness. It includes the connective interactions between the teacher and student, the connective interactions between the teacher and the whole class, and teacher transparency and joining. Rich descriptions of each theme are provided as well as implications for teacher practice and preparation.
A midsized pubic university created a special admission program for underrepresented students who did not meet the traditional admission requirements but who demonstrated the will and ability to succeed. These students qualified for remedial courses and received an orientation program prior to entry and special advising, academic support, and counseling during their first two years. Logistic regression analysis revealed that the students who received counseling during the fall semester, particularly three or four hours of counseling, were more likely to earn higher grade-point averages. Because failing fall remedial courses was the strongest predictor of dropping out, the importance of early identification of underprepared students appeared to be an important factor in promoting retention. (56 ref)-
School counselors and educators tend to focus on the symptoms of cultural discontinuity and often view these symptoms as root causes for underachievement. In this article we use an ecosystemic paradigm to explore the relationship among cultural discontinuity, psychological distress, and academic achievement. Recommendations include ways in which school counselors can use macrosystemic interventions to forge partnerships between low-income, culturally diverse students' home culture and that of the school.
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