School Counselors’ Activities in Predominantly African American Urban Schools: An Exploratory Study

Dye, Lacretia

doi:10.22237/mijoc/1393632120

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…According to the frequency results in this study, ninth-grade African American students most frequently talked with school counselors about math courses, going to college, and other courses. This result is consistent with Dye’s (2014) exploratory study in that school counselors routinely performed school counseling activities with individuals and groups for academic concerns. A major takeaway from this finding is that school counselors who recognize the needs of African American students can provide systematic and preventative services within the framework of a comprehensive school counseling program such as the ASCA National Model. Ninth-grade African American students most frequently talked with school counselors about math courses, going to college, and other courses .…”

Section: Discussionsupporting

confidence: 90%

“…Our extensive literature search related to African American students’ use of school counseling services at a national level failed to locate any research that provided relevant information. One study conducted by Dye (2014) explored the types of school counseling services provided by elementary, middle, and high school counselors who work in predominantly African American schools in the state of Michigan. The results of the study showed that more than 70% of the sampled school counselors reported always or frequently counseling students about their behaviors and counseling staff about students’ behaviors.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study

Shi

Goings

2017

Professional School Counseling

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To investigate the topics that African American ninth graders discuss during individual counseling sessions, we used the High School Longitudinal Study of 2009. Results showed that ninth-grade African American students most frequently talked with school counselors about going to college, math courses, and other courses. African American male students were more likely than female students to talk to school counselors about science courses. Socioeconomic status and school belonging had significant impact on the topics African American students raised in individual counseling sessions. We provide discussion and implications for school counselors.

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Section: Discussionsupporting

confidence: 90%

Section: Review Of Related Literaturementioning

confidence: 99%

What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study

Shi

Goings

2017

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…According to Dye (2014), research from previous studies revealed that teachers often doubt that education is vital for low-income students of color, and they have feelings of inadequacy when teaching minorities who live in poverty. The confident educator influences students' lives in ways unimaginable until many years later, when the former students share their experiences about that one instructor who made a difference.…”

Section: Teacher's Perception and Stereotype Threatsmentioning

confidence: 99%

Chronic Poverty: The Implications of Bullying, Trauma, and the Education of the Poverty-Stricken Population

Johnson¹

2019

EJES

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Chronic poverty is a worldwide epidemic, and communities must take a proactive approach to assist the poor by extending a hand to lift them up and not hold them down. Tribulations are part of life, but are some afflictions selfimposed, escalated, or reinforced by living in deprived contextual environments. Poverty-stricken people experience more trauma throughout their lifetime; they are less educated than their counterpart, causing them to become targets in school, increasing their chances of being bullied and demoralized. Bullying is not a rite of passage, and it has lifelong effects that reveal itself in adulthood by strengthening generational curses, oppressing families and communities, expanding the educational gap, and reinforcing the cycle of chronic poverty. The research depicted in this article explores the correlation between poverty, human development, trauma, pedagogical implications, and bullying, characterizing the detrimental ramifications in adulthood. The paper analyzes bully symptomology, the etiology of traumatic experiences, and how the consequences of chronic poverty affect human development that expands the educational gap between minorities and white students. Trauma-focused cognitive behavioral therapy is an effective empirically-based treatment modality to combat the symptoms of posttraumatic stress. School systems must do a better job of educating traumatized children living in poverty. The research ventures to explain chronic poverty's role in human development, traumatology, and education, taking an inclusive approach to providing solutions to create a cultural shift that will change the contextual environment and propel people to become selfsufficient, more educated, and equipped to break the generational curse of chronic poverty.

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Advocacy for gender minority students: recommendations for school counsellors

et al. 2018

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School Counselors’ Activities in Predominantly African American Urban Schools: An Exploratory Study

Cited by 4 publications

References 17 publications

What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study

What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study

Chronic Poverty: The Implications of Bullying, Trauma, and the Education of the Poverty-Stricken Population

Advocacy for gender minority students: recommendations for school counsellors

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