School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

Falcón, Inmaculada González; Coronel, José M.; Correa, Ramón Ignacio

doi:10.1080/14675986.2016.1259462

Cited by 4 publications

(5 citation statements)

References 30 publications

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“…Certainly, to achieve this end, it is the task of all members of society to become aware of the importance of intercultural education to ensure quality education. Sometimes it is necessary to generate changes and this "would encourage a better integration of cultural diversity in the life of schools, instead of treating it as something negative/deficient, as an occasional, individual problem isolated from the sum of activities for schoolchildren and other members of the educational community" [76] (p. 615).…”

Section: Discussionmentioning

confidence: 99%

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

Cruz¹,

Falcón²,

Hurtado³

et al. 2020

Sustainability

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This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of “educating for all,” taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity.

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Section: Discussionmentioning

confidence: 99%

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

Cruz¹,

Falcón²,

Hurtado³

et al. 2020

Sustainability

Self Cite

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“…Thirdly, in the interest of looking after the emotional wellbeing of immigrant pupils, counsellors collaborate with intercultural mediators and nongovernment associations to simultaneously support the language and culture of immigrant families. Likewise, in addition to the academic and professional guidance that the counsellor provides to all pupils, they must also encourage coexistence in the school, promoting intercultural relations and partnering students in their personal development processes (González-Falcón, 2020). The counsellor must provide a helping relationship for adolescents with different cultural backgrounds, worldviews, sexual orientation and social class (Baruth & Manning, 2000).…”

Section: School Guidance Counsellors In Spainmentioning

confidence: 99%

“…The profile of immigrant students in Spain is very heterogeneous in terms of ethnicity, cultural background and language, as well as academic achievement. However, they usually have needs related to their economic situation, require additional instruction in the language of instruction and need guidance and help in their cultural and family adjustment processes (González-Falcón, 2020). As this author points out, immigrant students are particularly vulnerable pupils, who do not always have social and family support.…”

Section: Introductionmentioning

confidence: 99%

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Falcón

Llamas

Dusi

et al. 2022

British Journal of Guidance & Counselling

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Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semistructured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted.

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“…At the same time, the literature points out that the degree of commitment to studies, the lack of identification with them, the inequality of opportunities, or the complex relationships between peers are all recurring factors which, in many cases, end up dragging students towards dropping out, school failure, vulnerability or marginalisation (Anderson & Beach, 2022;González-Falcón et al, 2016;González-Losada et al, 2015;Méndez & Cerezo, 2018;Tarabini & Curran, 2015). The aim is to address the lack of action against structural inequalities and situations of disadvantage that hinder progress towards Education for All.…”

Section: Introductionmentioning

confidence: 99%

Learning environments in compulsory secondary education (ESO): validation of the physical, learning, teaching and motivational scales

Rodríguez

Vélez

García

et al. 2023

Learning Environ Res

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We present the validation of a questionnaire for compulsory secondary school students (seventh to tenth grade), designated “Educational learning environments for ESO pupils” (CEApA_ESO), for the purpose of evaluating learning environments. Although many instruments have been developed in this area, our work attempts to comprehensively cover some factors that most influence learning environments from the students’ perspective. Therefore, we included physical, learning, teaching and motivational elements, by adapting different already-validated scales to our intended overall approach and the Spanish context. We conducted a pilot study with 207 students from four grades (two classes per educational level). We performed descriptive and factor analyses with maximum likelihood extraction method and varimax rotation to identify factors underlying each scale. The factors extracted from each scale were used to evaluate the fit of the model, using the AMOS v.18 software for structural equation analysis, taking as reference the criteria set by Byrne (Structural equation modeling with AMOS: Basic concepts, applications, and programming, Taylor & Francis Group, 2010) and Kline (Principles and practice of structural equation modeling, The Guilford Press, 2010) (CMIN/DF between 2 and 5, CFI and IFI > 0.9, RMSEA < 0.06 and HOELTER > 200). Finally, we present the factorial validity of the complete scale and analyse the internal consistency of the scale and its subscales using Cronbach’s alpha coefficient. This instrument, with adequate psychometric properties, offers educators and researchers a valid tool for assessing the learning environments of their schools.

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School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

Cited by 4 publications

References 30 publications

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Learning environments in compulsory secondary education (ESO): validation of the physical, learning, teaching and motivational scales

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