“A Different Way”: The Experiences of Latinx Parents with School Counselors

Abstract

This phenomenological study aimed to identify the essence of the lived experiences of Latinx parents as they relate to school counselors. A Relational Cultural Theory (RCT) Framework was used to explore the experiences of Latinx parents with school counselors. Twelve Latinx parents were interviewed from three counties in a Southeastern state to share their experiences with school counselors to provide recommendations for practice to the school counseling specialty and school counselors in training. The five overarching themes identified were: (1) Disconnections Between Educational and Cultural Systems; (2) Growth Fostering Relationships Between Latino/a Parents and School Counselors; (3) Sense of Worth Based on Quality of Experiences with School Counselors; (4) Desired Connections Based on Experiences with School Counselors; and (5) Knowledge of the School Counselor Role Built on Mutuality. These findings provided insight as to how the parents experienced their interactions with school counselors to support a social justice call to action.

Unsettling Complex Inequities on School Climate for Males of Color: School Counseling Applications From an Intersectionality-Based Policy Analysis

“…Tuttle and Johnson documented how language brokering can lead to negative outcomes, such as stress and parentification (e.g., taking on adult roles within the family), or positive outcomes, such as stronger family relationships and enhanced academic success. Consistent with the example described by Tuttle and Johnson, Tuttle and Haskins (2017) noted that school counselors can construct more culturally responsive interventions by addressing cultural barriers and acculturative stress to affirm a more welcoming environment for migrant families. In particular, Tuttle and Haskins described actions to increase the climate of safety and a more welcoming environment, such as forging relationships with families, developing community partnerships, integrating multiple languages into programming and curricular materials, and strengthening awareness of personnel for migrant family experiences.…”

“…Furthermore, Rogers and colleagues (2015) found that racial and gender identity were highly correlated with each other and helped to shape Black boys’ social and school related adjustment over time. To illustrate the complexity of distinct yet interrelated identities, some authors found that when Latinx students attend schools where they are largely the majority, there is no link between ethnic identity and depressive symptoms, yet when Latinx students are highly represented within their schools and surrounding communities, ethnic identity is positively associated with positive health outcomes (Tuttle & Haskins, 2017).…”

“…In particular, Tuttle and Haskins described actions to increase the climate of safety and a more welcoming environment, such as forging relationships with families, developing community partnerships, integrating multiple languages into programming and curricular materials, and strengthening awareness of personnel for migrant family experiences. Several school counseling researchers (e.g., Merlin, 2017; Tuttle & Haskins, 2017; Tuttle & Johnson, 2018) concurrently identified school climate and environment as an opportunity for school counselors to sustain impactful changes in schools for a variety of marginalized communities while realizing more culturally responsive frameworks for school counseling practices. To address this need in the literature, an IBPA framework considers the physical setting, relational factors, positionalities of privilege and oppression, and cultural beliefs of students, family members, faculty, staff, administration, and other stakeholders (Chan et al, 2017; Tuttle & Johnson, 2018).…”

“…Thus, school counselors can use collaborative efforts that involve teachers, family and community members, university faculty, school counseling interns, and administrators to devise interventions targeting specific needs of students (Bryan & Henry, 2012; Steen & Noguera, 2010; Storlie & Jach, 2012). Collaborative processes and school–community–family partnerships also can result in challenging policies and practices responsible for unwelcoming environments, marginalization, and cultural and language barriers (Tuttle & Haskins, 2017; Tuttle & Johnson, 2018). Attending to school climate (e.g., racial climate) can reinforce the importance of educators and community stakeholders in facilitating students’ strengths for social/emotional and academic success (Griffin & Steen, 2011; Rogers et al, 2015; Steen & Noguera, 2010).…”

“…Attending to school climate (e.g., racial climate) can reinforce the importance of educators and community stakeholders in facilitating students’ strengths for social/emotional and academic success (Griffin & Steen, 2011; Rogers et al, 2015; Steen & Noguera, 2010). Synthesizing from extant research, school counselors can intentionally build relationships with boys of color and their families by recognizing influences of privilege and oppression (Chan, 2017, 2018; Haskins & Singh, 2015; Tuttle & Johnson, 2018), showing genuine concern and active listening (Tuttle & Haskins, 2017; Washington, 2015b), and expanding mentorship and representation of school counselors, teachers, and administrators of color (Storlie & Jach, 2012).…”