“So I Went There”: A Phenomenological Study on the Experiences of Rural School Counselor Social Justice Advocates

2013 ◽  
Vol 17 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela Paisley
2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela O. Paisley

This phenomenological study explored the experiences of rural school counselors as social justice advocates. The first author interviewed seven participants in their respective communities and identified five themes, including both positive and negative elements: the stability of place, community promise, mutual reliance, professional and personal integration, and a focus on individuals. The authors include implications for practice and future research on the ways that rural school counselors can use community resources to advocate for marginalized groups of students.


2002 ◽  
Vol 41 (3) ◽  
pp. 192-201 ◽  
Author(s):  
Peggy LaTurno Hines

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Gonzalez Maru

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.


2020 ◽  
Author(s):  
◽  
Philip A. Woodmore

The purpose of this phenomenological study was to investigate the experiences of seven of the auditioned chorus members in the five-week run of Antigone in Ferguson at the Off-Broadway theater, Harlem Stage in Harlem, New York in the Fall of 2018, through the lens of the theory of transformation (Cohen, 2007a). Antigone in Ferguson, an original musical production based on the ancient Greek drama Antigone (Sophocles, ca. 441 B.C.E./2016), was created in response to the young Black man in Ferguson, Missouri, who was killed by a police officer and whose body was left on the street for over four hours. The performance includes four actors, a democratic choir comprising singers representing various professions including police officers, and choirs from the community. After each performance, facilitators mediate a discussion with the audience members to address the social justice issues raised during the performance. Seven chorus members served as participants in this study, completing all requirements including a focus group session, pre-interview questionnaire, semi structured individual interview, blog about their experience throughout the production, and final reflection. Cohen's (2007a) theory of transformation, based on research about prison choirs, served as a framework for this research and the data analysis. The theory states that the complex relationships through the sung texts, the choir's social and cultural contexts, interactions with audience members, and enhanced self-perception of the performers afford the potential for positive transformational change in the performer (Cohen, 2007a, 2008). Findings suggest that the transformative power of music was displayed in the seven participants' responses to their experiences as chorus members in this production. Based on their spoken and written statements, all seven participants indicated that positive change occurred related to the music and the processes involved with putting on this show, including awareness and attitudes toward social justice issues and enhanced self-perceptions.


2017 ◽  
Author(s):  
◽  
Adam John Stephens

The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten and Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum.


2020 ◽  
Vol 12 (1) ◽  
pp. 27-43
Author(s):  
Amy L. Cook ◽  
Ian Levy ◽  
Anna Whitehouse

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.


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