Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

Abstract

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association's National Model-leadership, advocacy, collaboration, and systematic change-are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

Dream Adjusters: High School Counselors in a Low-Income School District

“…Principals, counselors, and support staff are overlooked despite their crucial roles in schools’ ecologies. School counselors, with their professional commitment to promoting success for all students, could potentially contribute greatly to improving student outcomes at struggling schools (Hines et al, 2017; Rust, 2019). But how contemporary counselors understand their work and their students is little understood (for older studies, see Cicourel & Kitsuse, 1963; Rosenbaum, 1976).…”

K–12 Experiences of LGBTQ+ Students of Color: Findings From the First Focus Group Interview

“…Educating oneself and incorporating intentional advocacy strategies can create an environment that addresses the unique needs of students of color (Antonelli & Sembiante, 2022). Rust (2019) stated that school counselors can gain cultural competencies when working with students of color by seeking educational opportunities and exploring learning competencies in various cultures. Culturally responsive counseling competencies are important because they can lead to increased positive development outcomes for students of color in the academic setting, including career awareness, social/emotional well-being, and overall access to equity (Rust, 2019).…”

“…Rust (2019) stated that school counselors can gain cultural competencies when working with students of color by seeking educational opportunities and exploring learning competencies in various cultures. Culturally responsive counseling competencies are important because they can lead to increased positive development outcomes for students of color in the academic setting, including career awareness, social/emotional well-being, and overall access to equity (Rust, 2019). School counselors can address racial issues by increasing student advocacy and collaborating with teachers and school administration to provide improved support (Cook et al, 2021; Rust, 2019).…”

Communalism Versus Race/Ethnicity: Which Predicts What Pedagogical Strategies Will Be Culturally Relevant? Or Do You Need Both?

“…The framework views CSP as operating primarily by enabling the appropriate scaffolding that is essential to all learning and development. Thus, it makes perfect sense that the learning context that encouraged using attitudes and behaviors like mutual responsibility, physical proximity, sharing materials, and giving and receiving care and help from others, toward learning the target material, was more successful in scaffolding our highly COM AA students, than the one designed to engage attitudes and skill sets relevant to competition and individualism (i.e., separation, individual effort and accountability, and treating classmates as adversaries; Rust, 2016).…”