Advocating for Muslim American Students in School Settings

2021 ◽  
pp. 41-61
Author(s):  
Hulya Ermis-Demirtas
Keyword(s):  
School Counselors ◽  
School Personnel ◽  
Psychosocial Health ◽  
Vital Role ◽  
Multicultural Competency ◽  
Muslim American ◽  
Cultural Elements ◽  
Social Justice Advocacy ◽  
Muslim Youth ◽  
American Students

Muslim American students deal with many challenges, including bullying and discrimination in schools due to their religious identity, resulting in adverse psychosocial outcomes. From a social justice advocacy stance, school counselors can play a vital role in empowering this student population. It is also school counselors' ethical responsibility to develop multicultural competency and promote diversity by gaining knowledge and skills regarding cultural elements. Therefore, this chapter endeavors to give voice to Muslim American students and serve as a resource for school counselors and educators to work with Muslim youth in PK-12 schools effectively. More specifically, this chapter provides an overview of the Muslim population, identifies critical tenets of Islam, explores significant challenges Muslim students experience in schools along with detrimental effects of discrimination on their psychosocial health and suggests practical recommendations for school personnel including school counselors to facilitate positive social interactions and healthy development of Muslim youth.

WOKE

2021 ◽  
pp. 19-40
Author(s):  
Mariama Cook Sandifer ◽  
Eva M. Gibson ◽  
Sarah N. Brant-Rajahn
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
School Counselors ◽  
African American Students ◽  
Culturally Responsive ◽  
Underrepresented Students ◽  
Social Justice Advocacy ◽  
American Students ◽  
Current Impact ◽  
Contemporary Context

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools

2017 ◽  
Vol 55 (2) ◽  
pp. 216-237 ◽  
Author(s):  
Erik M. Hines ◽  
James L. Moore ◽  
Renae D. Mayes ◽  
Paul C. Harris ◽  
Desireé Vega ◽  
...  
Keyword(s):  
Student Achievement ◽  
School Counselors ◽  
Critical Role ◽  
School Personnel ◽  
The United States ◽  
Vital Role ◽  
Turnaround Schools ◽  
School Outcomes ◽  
Improve Student Achievement

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

scholarly journals ‘Weeping tears of blood’: exploring Italian soldiers' emotions in the First World War

Modern Italy ◽  
2012 ◽  
Vol 17 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Vanda Wilcox
Keyword(s):  
First World War ◽  
Vital Role ◽  
Cultural Norms ◽  
World War ◽  
Cultural Elements ◽  
Wide Range ◽  
The First World War ◽  
History Of ◽  
War Experience ◽  
First World

Emotion plays a vital role in any rounded history of warfare, both as an element in morale and as component in understanding the soldier's experience. Theories on the functioning of emotions vary, but an exploration of Italian soldiers' emotions during the First World War highlights both cognitive and cultural elements in the ways emotions were experienced and expressed. Although Italian stereotypes of passivity and resignation dominated contemporary discourse concerning the feelings and reactions of peasant conscripts, letters reveal that Italian soldiers vividly expressed a wide range of intense emotions. Focusing on fear, horror and grief as recurrent themes, this article finds that these emotions were processed and expressed in ways which show similarities to the combatants of other nations but which also display distinctly Italian features. The language and imagery commonly deployed offer insights into the ways in which Italian socio-cultural norms shaped expressions of personal war experience. In letters that drew on both religious imagery and the traditional peasant concerns of land, terrain and basic survival, soldiers expressed their fears of death, isolation, suffering and killing in surprisingly vigorous terms.

Boarding School Poetry, Carlisle Indian Industrial School, and the Demands of Americanization Poetics and Politics at the Turn of the Twentieth Century

2018 ◽  
pp. 99-143
Author(s):  
Cristina Stanciu
Keyword(s):  
Twentieth Century ◽  
Native American ◽  
Original Poetry ◽  
School Personnel ◽  
Boarding School ◽  
Native American Students ◽  
American Students ◽  
Carlisle Indian Industrial School ◽  
Industrial School

This chapter focuses on the under-examined corpus of Carlisle poetry, viewing it as a vital archive for theorizing the role of the American Indian intellectual tradition in negotiating Americanization discourses at the turn of the twentieth century. Materials published in newspapers and magazines at Carlisle Indian Industrial School in Pennsylvania (1879–1918) include “Carlisle poetry,” which encompasses original poetry by Native American students, reprints of poems by Indian authors, poems by school personnel, and poems by well-known American authors. This poetry, along with the letters and articles published in Carlisle newspapers and magazines, is complicit with the ideological underpinnings of the institution’s ambitious goals of “making” Indian students into Americans, even as elements of this literature critique the Americanization that Carlisle boarding school demanded of its students.

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

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877880 ◽  
Author(s):  
Qi Shi ◽  
Ramon Goings
Keyword(s):  
African American ◽  
School Counselors ◽  
African American Students ◽  
Ninth Graders ◽  
Male Students ◽  
National Study ◽  
Individual Counseling ◽  
Science Courses ◽  
American Students ◽  
Individual School

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.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

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