Relationship Between a Belief in a Just World and Social Justice Advocacy Attitudes of School Counselors

2011 ◽  
Vol 56 (1-2) ◽  
pp. 57-72 ◽  
Author(s):  
Sejal B. Parikh ◽  
Phyllis Post ◽  
Claudia Flowers
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Just World ◽  
Social Justice Advocacy

Examining School Counselors’ Commitments to Social Justice Advocacy

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Rachel P. Feldwisch ◽  
Susan C. Whiston
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Social Issues ◽  
Self Assessment ◽  
Social Justice Advocacy ◽  
Asca Model ◽  
The Social ◽  
Comprehensive Programs ◽  
Model Programs ◽  
Gold Star

Many school counselors endorse using social justice advocacy to close achievement gaps. In this study, school counselors from a single state scored in the moderate to high range on the Social Issues Advocacy Scale. Results showed alignment between school counselors’ self-endorsement of social justice advocacy and scores on the Advocacy Competencies Self-Assessment. School counselors working in recognized comprehensive programs, including Recognized ASCA Model Programs and Indiana Gold Star, scored higher on social justice advocacy measures than those in non-recognized programs.

scholarly journals Social Justice Collaboration in Schools: A Model for Working with Undocumented Latino Students

2012 ◽  
Vol 4 (2) ◽  
pp. 99-116 ◽  
Author(s):  
Cassandra A. Storlie ◽  
Elizabeth A. Jach
Keyword(s):  
Social Justice ◽  
Student Affairs ◽  
School Counselors ◽  
Social Action ◽  
Latino Students ◽  
Ecological Model ◽  
Student Affairs Professionals ◽  
Undocumented Students ◽  
Access To Higher Education ◽  
Social Justice Advocacy

Undocumented Latino students raise unique challenges for school counselors and student affairs professionals. Fears of deportation, limited access to higher education, and restrictions in future opportunities for employment are common. These obstacles can be lessened in the academic setting when school counselors and student affairs professionals work collaboratively toward systemic social justice advocacy. The purpose of this article is to illuminate the challenges encountered by undocumented Latino students and to introduce an ecological model that promotes social action within a K-16 system. Reflections on individual and collaborative social action interventions for undocumented students will be included. Implementation of this model may generate insights into how to educate professionals in both school counseling and student affairs on realistic and empowering methods to facilitate opportunities for undocumented Latino students.

Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Molly M. Strear
Keyword(s):  
Social Justice ◽  
Queer Theory ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
School Counselor ◽  
Counselor Educators ◽  
Critical Discourse ◽  
Social Justice Advocacy ◽  
Future School

This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

scholarly journals A Social Justice Approach to School Counseling

2011 ◽  
Vol 3 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Dana Griffin ◽  
Sam Stern
Keyword(s):  
Social Justice ◽  
Academic Success ◽  
Leadership Development ◽  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Social Justice Advocacy ◽  
Counselor Educator ◽  
Working Together ◽  
Health Counselor

Based on the 2010 Multicultural-Social Justice Leadership Development academy presentation, this article focuses on how school counselors can collaborate with critical stakeholders to help mitigate barriers to academic success for low-income students and students of color. The overarching goal of the presentation was to define social justice, collaboration, and present a multicultural-social justice approach to school-family-community collaboration. The presenters were two school counselor educators, a mental health counselor educator, and a college/university counselor educator who all believed in the necessity of working together in order to help promote academic achievement for all students. In this article, barriers to social justice advocacy, strategies for implementing a social justice framework, and implications for school counselor practice and research are discussed.

scholarly journals Addressing Social Injustice with Urban African American Young Men Through Hip-hop: Suggestions for School Counselors

2015 ◽  
Vol 7 (1) ◽  
pp. 101-121
Author(s):  
Ahmad R. Washington
Keyword(s):  
Social Justice ◽  
African American ◽  
School Counselors ◽  
Hip Hop ◽  
Rap Music ◽  
Young Men ◽  
Professional School ◽  
Social Justice Advocacy ◽  
Professional School Counselors ◽  
African American Young Men

In this manuscript, the author discusses how hip-hop and rap music can be used to as a tool for social justice advocacy to stimulate urban African American young men’s sociopolitical empowerment to combat educational barriers. The manuscript includes a historical examination of the environment in which hip-hop culture was conceived. The focus then shifts to how particular hip-hop artists’ lyrical content is germane to the social justice advocacy orientation mandate of 21st century professional school counselors working in urban settings. Finally, practical suggestions are be provided for how social justice oriented professional school counselors can apply this content when working directly with urban African American young men.

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