A Call for Multicultural Counseling in Middle Schools

Abstract

he steadily increasing numbers of ten-to-fourteen-T year-olds of culturally diverse backgrounds in the United States require improved multicultural counseling in middle schools. Students in the elementary and secondary schools also deserve counselors who understand their cultural backgrounds and the effects of culture on learning and development; however, the nature of early adolescence suggests a particular need for effective multicultural counseling at the middle school level. During early adolescence, boys and girls develop their sense of self-esteem and cultural identities and form opinions of other individuals and cultural groups. Tento-fourteen-year-olds also experience age-and culturerelated problems-for example, different perceptions among cultures of gender roles and of what constitutes school success-that call for multicultural counseling. In this article, we define multicultural counseling in middle schools, offer a rationale for its place at that level, and present guiidelines for middle school counselors who work in multicultural settings.

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

“…In relation to the participation of the families of immigrant pupils in their children's education, we can say that it is very scarce, almost nil. Many of the arguments are grounded in hypotheses and beliefs that are usually based on stereotypes and prejudices towards other cultures [59,78,79]. Despite these drawbacks in the participation of the families of immigrant pupils, the school counselor offers them help and advice in everything related to their children's education, both at the outset and throughout the school year.…”

School counsellors in cultural diversity contexts. An analysis of their practice /El orientador escolar en contextos de diversidad cultural. Un análisis de su práctica

“…Si a ello añadimos el renovado interés en los estudios culturales en el campo educativo (Gaztambide, Harding, & Sorde, 2004), parece razonable prestar atención al modo en que las escuelas perciben y gestionan la diversidad cultural. En concreto, esta experiencia centrada en el trabajo de los orientadores, toma como referencia el contexto de la educación secundaria en la idea de crear las disposiciones para el desarrollo de un proceso orientador sensible y atento a la diversidad cultural tal y como reconoce la investigación revisada (Baruth & Manning, 2000;Monk, Winslade, & Sinclair, 2008;Pedersen, 1991;Wigfield, Lutz, & Wagner, 2005;Wrenn, 1985).…”

“…This study, which focused on the work of counsellors, used secondary education as a reference to establish measures for developing counselling that is sensitive to and mindful of cultural diversity, just as in the reviewed research (Baruth & Manning, 2000; Monk, Winslade, & Sinclair, 2008; Pedersen, 1991; Wigfield, Lutz, & Wagner, 2005; Wrenn, 1985).…”

A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors

“…(Bemak & Chung, 2005 Hipolito-Delgado & Lee, 2007;Kiselica & Robinson, 2001;Wyatt, 2009). This social justice advocacy perspective, as organizing framework and practical approach to counseling, is an integral aspect of the multiculturally competent (Arredondo & Perez, 2003) professional school counselor identity (Baruth & Manning, 2000;House & Sears, 2002;Martin, 2002;Ratts, Dekruyf, & Chen-Hayes, 2007). In other words, the "new vision" for the 21 st Century school counselor includes an expectation that school counselors will utilize strategies and techniques to increase the success of students who have historically been marginalized from the educational enterprise in this country (The Education Trust, 2007).…”