ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Education and Critical Race Praxis: The Power of Voice
Author: McKay, Cassandra L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Critical Theory,Education Courses,Community Education,Adult Basic Education,Adult Education,Adult Learning,Adult Students,Social Agencies,Teaching Methods,Models,African Americans,Social Justice,Social Action

Critical pedagogy is an instructional approach to teaching that employs a theoretical framework by which social injustices are critiqued. This type of pedagogy encourages the learner to critique obstructions to the learner's full participation in society, and encourages critical collective action, through the engagement of the learner's experiential knowledge and social agency. Critical pedagogy, however, falls flat in addressing racially oppressive practices due to its shortsightedness on the intersectionality of race and class. In response to this shortsightedness, Critical Race Theory emerged to address specific social, political, educational, and economic concerns of race. When critical pedagogy and critical race theory (CRT) act in concert, adult education gives stage to the voice of the learner. The use of &quot;voice&quot; in education research is critical; conveying personal thoughts, feelings, desires and politics. It engages the reader to infer his or her own interpretations to the data. It is the interaction between voice of the participant and the interpretation of the reader that mirrors an exercise in critical pedagogy and celebrates the storytelling and counternarratives of Critical Race Theory. This article addresses the use of voice in educational theory by first portraying a playlet of an ongoing intellectual conversation among scholars, and then connects this dialogue to the exploration of the African American learner's silenced consciousness. The author gives stage to African American adult learners as they embrace their own counternarratives via their experience in an Afrocentric community education course. (Contains 1 note.)
Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach
Author: Davila, Erica R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Bilingual Education,Politics of Education,Evaluation,Hispanic Americans,Educational Policy,Public Schools,Models,Standardized Tests,Dropout Rate,School Districts,Ideology,Educational Indicators,Federal Programs,Kindergarten,English (Second Language),Dropouts,Federal Legislation,Teachers

This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, &amp; Miller, 2004) and (Aviles, Capeheart, Davila, Miller, &amp; Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, &amp; Rodriguez-Lucero, 2006) aimed to provide a wide overview of the services or lack of services for Latina/o children in CPS, this paper highlights a few of the areas addressed in the report. The areas the authors highlight and examine through a CRT and LatCrit framework are: (1) Early Childhood Education; (2) Standardized Assessment; (3) Bilingual Education; and (4) Drop-out/push-out rates.
All the Losers Go There: Challenging the Deficit Educational Discourse of Chicano Racialized Masculinity in a Continuation High School
Author: Malagon, Maria C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Oral History,High School Students,Participatory Research,Masculinity,Mexican Americans,Cultural Influences,Social Attitudes,Males,Social Theories,Feminism,Gender Issues,Interviews,Nontraditional Students,Racial Factors,Epistemology,Racial Bias

This article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of Chicano youth, the author draws from critical race theory (CRT) and Latina/o critical race theory (LatCrit) in education as well as Chicana feminist epistemologies to more specifically examine the racialized and gendered experiences of Chicano male students. A critical examination that interrogates Eurocentric epistemologies works at deconstructing the racialized and gendered discourses inscripted upon these young bodies. In order to illuminate these experiences, the author draws from participatory research and extensive oral history interviews that examine the educational trajectories of Chicano male high school students in a California continuation high school. She places these narratives within a historical context that takes into consideration the pathological marginalization of these Students of Color. (Contains 1 note.)
Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students
Author: Perez Huber, Lindsay
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Experience,Racial Bias,Social Theories,Critical Theory,Student Experience,Undocumented Immigrants,Immigration,Ethnicity,Language Usage,Cultural Influences,Females,Interviews,Social Class,Gender Issues,Social Bias

One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description of how CRT and LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism is described, including how it is used in this study. Third, this article describes the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race &quot;testimonio&quot; interviews. Following this description, the author presents the findings that demonstrate the ways racist nativism, class, and gender have manifested in the educational trajectories of the undocumented Chicana college students. (Contains 1 figure and 1 note.)
Counseling Concerns of Gifted and Talented Adolescents: Implications for School Counselors
Author: Wood, Susannah
Date: 2009-00-00
Type: Journal Articles
Subjects: Academically Gifted,Residential Programs,School Counselors,Talent,Student Attitudes,Student Needs,Literature Reviews,Meta Analysis,Counseling Services,Counseling Techniques,Interest Research,Student Problems,Performance Factors,Barriers

Gifted students may seek school counselors for help with concerns regarding various aspects of their gifted experience. The purpose of this study was to determine which counseling concerns are experienced by gifted students. While underachievement and identity were not reported to be concerns encountered by 153 participants enrolled in a summer residential program, they did report concerns tied to multipotentiality, social acceptance, perfectionism and fear of failure and over half reported they asked for help on some of the reported concerns they experienced. Findings from this study have implications for school counselors working with gifted students in the academic, career and personal/social domains. (Contains 5 tables.)
The Effects of an Empathy Building Program on Bullying Behavior
Author: Stanbury, Stacey
Date: 2009-00-00
Type: Journal Articles
Subjects: Bullying,Empathy,Program Development,Program Implementation,Program Evaluation,Middle School Students,Student Participation,Intervention,Program Effectiveness,Antisocial Behavior,Gender Differences,Early Adolescents,Aggression,Violence,Peer Relationship

This article discusses the development, implementation, and effects of a middle school empathy building program that was designed to reduce bullying behavior. Results show that participants in the intervention group reported engaging in significantly less bullying behavior as compared to the control group, and the program was particularly effective for the female participants. (Contains 2 tables.)
Primary Transitions: How Elementary School Counselors Promote Optimal Transitions
Author: Augst, Kelsey
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Transitional Programs,Counselor Role,Best Practices,Counseling Services,Counseling Techniques,Elementary Education,Articulation (Education)

Early school transitions provide students with opportunities and challenges that will impact their academic and developmental pathways, but the role that the elementary school counselor can play in these transitions is often overlooked in school counseling literature. The transition into kindergarten and the transition from second to third grade are critical times where school counselors can support students. Practical recommendations, based upon research, for best practices are provided for elementary school counselors in order to support students and families as they transition into kindergarten and across second and third grades. (Contains 4 tables.)
Transforming Internship: The Use of Contracts in School Counselor Education
Author: Gibson, Donna M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Guidance Programs,Counselor Training,School Counseling,School Counselors,Comprehensive Guidance,Internship Programs,Counseling Psychology,Counseling Techniques,Contracts,Instructional Design,Teaching Methods,Program Descriptions

Integrating school counseling standards, models, and initiatives can be overwhelming to all individuals striving to conduct comprehensive developmental guidance programs. The research in this area indicates a gap between the school counseling intern's ability to connect their learning of these initiatives to actual practice. This article focuses on an assignment that requires interns to transform their internship experience by using a contract based on school counseling standards to demonstrate best practice in the profession.
A Solution-Focused Leadership Model: Examining Perceptions of Effective Counselor Leadership
Author: Froeschle, Janet G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Counseling Services,Leadership Styles,School Counseling,School Counselors,Student Development,Counseling Effectiveness,Leadership Effectiveness,Models,Counseling Techniques,Counselor Teacher Cooperation,Journal Writing,Administrator Attitudes,Counselor Attitudes,Teacher Attitudes

As school leaders, counselors are in a unique position to form collaborative partnerships with principals and faculty while utilizing techniques that improve morale, school climate, and student development. In this qualitative study, school counselors, teachers, and principals were asked to reflect on counseling leadership styles perceived as effective. Themes emerged suggesting the following leadership paradigms: collaboration between school counselors, principals, and teachers; the implementation of solution-focused techniques; and a need for school counseling program improvements. Recommendations and procedures for implementing a new leadership model, solution-focused leadership, are included as based on this qualitative data.
A School Counseling Program's Accountable Response to Adolescent Self-Mutilation
Author: Thatcher, Julie
Date: 2009-00-00
Type: Information Analyses
Subjects: Counseling Services,Intervention,Prevention,Program Implementation,School Counseling,Accountability,Best Practices,Counseling Techniques,Literature Reviews,Adolescents,Disability Identification,School Counselors,Self Destructive Behavior,Change Strategies

Self-mutilation is a prevalent concern, particularly for adolescents. School counseling programs can play an important role in the recognition, prevention, and intervention of self-mutilation. This study reviews current literature on adolescent self-mutilation, prevention, and treatment suggestions offered school counseling program personnel. Also included is a brief review of school counseling program accountability literature followed by suggestions for school counseling program implementation of prevention and intervention strategies which incorporate accountability components in order to further the research on school counseling programmatic best practices for adolescent self-mutilation.
Bolstering School Based Support by Comprehensively Addressing the Needs of an Invisible Minority: Implications for Professional School Counselors
Author: Curry, Jennifer R.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counseling,Homosexuality,School Counselors,Counseling Objectives,Counseling Services,Counseling Techniques,Minority Groups,Caseworker Approach,Counselor Role,Counseling Psychology,Intervention,Sexual Orientation

The ethical imperative for school counselors to intervene on behalf of marginalized students has been well documented. Lesbian, gay, bisexual, transgender, and questioning youth (LGBTQ) have been noted to be at increased risk for school dropout, truancy, lower school achievement, suicidal ideation and attempts, and depression. School counselors are in a unique position to foster the well-being of LGBTQ youth. This manuscript gives concrete strategies for intervening with LGBTQ youth through comprehensive school counseling programming.
Dispelling Seven Myths Concerning Latina/o Students: A Call to Action for School Counselors
Author: Cavazos, Javier, Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,School Counselors,Guidance,Hispanic American Students,Misconceptions,Access to Information,School Counseling,College Preparation,Parent Attitudes,Student Attitudes,Expectation,Barriers,Academic Ability,Academic Achievement,Goal Orientation,Social Attitudes,Social Bias

Research has illustrated that school counselors "do not" provide Latina/o students with sufficient information about higher education (Immerwahr, 2003; Zalaquett, 2005), high expectations (Martinez, 2003), and individual counseling and guidance (Vela Gude et al., in press). Because school counselors are supposed to play an important role in helping Latina/o students pursue higher education (Villalba, Akos, Keeter, & Ames, 2007), the current article identifies seven myths concerning a growing Latina/o population: (1) parents do not value education, (2) students do not value education, (3) low expectations do not exist, (4) students are receiving sufficient guidance, (5) perceived ability level is the most important factor in eventual academic achievement, (6) personal barriers are more detrimental than systemic barriers, and (7) students do not have the ability to adopt a futuristic orientation. Hopefully, this article will encourage school counselors to help Latina/o students by providing quality attention and advisement, high expectations, and information about higher education.
Dysfunctional Family Structures and Aggression in Children: A Case for School-Based, Systemic Approaches with Violent Students
Author: McAdams, Charles R., III
Date: 2009-00-00
Type: Journal Articles
Subjects: Violence,Family Relationship,Power Structure,School Counselors,Aggression,Family Influence,Family Environment,Family Programs,Intervention,Systems Approach,Parent Role,Child Neglect,Child Abuse,Role Models,Interpersonal Relationship,Self Esteem,Trust (Psychology),Individual Counseling,Group Counseling,Empowerment,Problem Solving

School counselors may be in the best position to identify troubled students and intervene before an act of school violence occurs. Current education literature challenges school counselors to expand their knowledge of social, environmental and family dynamics and the influences of those dynamics on student violence. This article will (a) introduce the structural elements of a family system (b) describe links between dysfunctional family structure and child aggression, (c) propose school-based strategies for working with students and their families that address the structural antecedents of aggression, and (d) underscore the feasibility and benefits of a systemic approach to violent students.
Wellness-Based Group Counseling with Elementary Students in Disciplinary Alternative Education Programs
Author: Perepiczka, Michelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Behavior Problems,Wellness,Group Counseling,School Counselors,Elementary School Students,Discipline,Holistic Approach,Intervention,Emotional Development,Thinking Skills,Humor,Coping,Self Esteem,Leisure Time,Stress Management,Friendship,Interpersonal Relationship,Spiritual Development,Sexual Identity,Cultural Awareness,Exercise,Nutrition,Family Influence,Environmental Influences,Decision Making,Social Development

Students in Disciplinary Alternative Education Programs (DAEPs) have a variety of behavior problems. School counselors in DAEPs have the opportunity to address emotional, academic, social, and behavioral concerns of these students. Counselors may use the strengths-based wellness paradigm as an alternative method of addressing students' holistic needs while striving to follow the American School Counselor Association's (2005) National Model. This article describes how to incorporate a 6 week wellness group counseling intervention into DAEPs with elementary students.
Duty to Warn and Protect against Self-Destructive Behaviors and Interpersonal Violence
Author: Hays, Danica G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Eating Disorders,Counselor Role,Dating (Social),School Counselors,Depression (Psychology),Self Destructive Behavior,Violence,Interpersonal Relationship,Bullying,Suicide,At Risk Persons,Ethics

Professional school counselors are likely to work with students who are experiencing mental health issues including self-injury, eating disorders, depression and suicidality, as well as those associated with dating violence and bullying. This paper discusses two key areas school counselors are encouraged to reflect upon in determining if there is a duty to warn and protect in these instances. Implications for school counselor practice are provided. (Contains 2 tables.)
Examining Hispanic Counseling Students' Worries: A Qualitative Approach
Author: Cavazos, Javier, Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Effectiveness,School Counseling,School Counselors,Hispanic American Students,Qualitative Research,Student Attitudes,Counselor Attitudes,Counselor Training,Trainees,Practicums,Questionnaires,Interest Inventories,Performance Factors,Barriers

This study examined the worries and concerns of 24 Hispanic counselors-in training. The four most reported worries were training and preparedness, non-counseling duties, finding a school counseling position, and effectiveness. Results indicate that although Hispanic counselors-in training are concerned about their effectiveness and competence as school counselors, they are also concerned about placement in a position that involves non counseling (e.g., paperwork) duties. This study provides evidence for the continued need of advocacy for the school counseling profession. (Contains 1 table.)
Identifying Exemplary School Counseling Practices in Nationally Recognized High Schools
Author: Militello, Matthew
Date: 2009-00-00
Type: Journal Articles
Subjects: High Schools,College Preparation,School Counseling,School Counselors,Counseling Effectiveness,Counseling Services,Counseling Techniques,Best Practices,Student Placement,Enrollment Rate,Educational Counseling,Telephone Surveys,Institutional Characteristics,Questionnaires

The National Center for School Counseling Outcome Research (CSCOR) at the University of Massachusetts-Amherst studied exemplary practices of 18 high schools that received recognition for college preparation and placement in 2004 and 2005. Through interviews with key personnel at each of the high schools, the researchers generated a set of ten domains that characterize the work of the school counselor that seem to be related to improved student enrollment in post-secondary institutions. (Contains 1 table.)
Making the Invisible Visible: School Counselors Empowering Students with Disabilities through Self-Advocacy Training
Author: Hatch, Trish
Date: 2009-00-00
Type: Journal Articles
Subjects: Counseling Services,Disabilities,Self Advocacy,School Counseling,School Counselors,Special Needs Students,Urban Schools,Academic Accommodations (Disabilities),Training Methods,Needs Assessment,Intervention,Counseling Techniques,Student Empowerment

Professional School Counselors (PSCs) are trained to be leaders in school reform, collaborators with other educators, and advocates for all students. While PSCs provide academic, career, and personal/social interventions for the student body as part of a comprehensive school counseling program the needs of students with disabilities are often excluded. This article demonstrates replicable strategies for including students with special needs in a comprehensive school counseling program. The school counseling graduate participants focused on students with high-incidence disabilities in a diverse, urban high school in San Diego, California.
Professional Development Schools: A Model for Preparing School Counselor Trainees
Author: Brooks, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Counselor Training,School Counselors,Professional Development,Trainees,Counselor Educators,Models,Counselor Role,School Counseling,Counseling Services,Counseling Techniques

This article discusses a training model, based on The Education Trust, The American School Counselor Association, and The Holmes Partnership, consisting of school counselor trainees completing their clinical experiences in a Professional Development School. A case study demonstrating the role of the school counselor is presented along with implications for counselor educators.
Post-Training Needs of Urban High School Counselors: Implications for Counselor Training Programs
Author: Owens, Delila
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Needs,Counselor Training,School Counselors,Questionnaires,High Schools,Urban Schools,Counseling Services,School Counseling,Counselor Attitudes,Needs Assessment,Metropolitan Areas

In this study, the post-training needs of urban high school counselors were explored. A total of 55 high school counselors completed a questionnaire. The counselors emphasized the necessity of supplemental training for properly conducting youth drop-out and violence prevention programs, effective services for underachieving students who consistently earn low-to-failing grades, and needs assessments analysis. Implications for counselor education training programs are discussed. (Contains 2 tables.)