Advocacy-Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

Mitcham-Smith, Michelle

doi:10.5330/prsc.10.4.967g20414nl71518

Cited by 13 publications

(7 citation statements)

References 1 publication

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“…Role Behavior A review of the literature (cf., Bemak and Chung 2008;Brown and Seymour 2008;Ceasar 2011;Chen et al 2010;Mitcham-Smith 2007;Ratts et al 2007;Steele 2008) and a content analysis of in-depth interviews with 15 Israeli school counselors conducted before structuring the research questionnaire, revealed that school counselors who aim to advance values of social justice typically channel efforts in the following three directions (i) counseling services for students, (ii) cooperative work with other professionals and agencies in the community, and (iii) involvement in decision-making concerning allocation of resources in school.…”

Section: Personal Characteristics Of Counselorsmentioning

confidence: 99%

The School Counselor in Israel: An Agent of Social Justice?

Erhard

Sinai

2012

Int J Adv Counselling

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In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as "agents of social justice" in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors' perceptions of the role, role behaviors, personal justice sensitivity, the school's justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire. Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities meant to increase disadvantaged students' chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors' actual behaviors. These findings have theoretical and practical implications for the professional socialization of counselors as agents of social justice.

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Section: Personal Characteristics Of Counselorsmentioning

confidence: 99%

The School Counselor in Israel: An Agent of Social Justice?

Erhard

Sinai

2012

Int J Adv Counselling

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“…Although the coauthors performed leadership differently, their unique experiences shed light on the importance of moving from a narrow focus on individual leadership actions to emphasizing how systems and contexts intersect with individual identities to serve as antecedents to leadership manifestations. Moreover, these narratives illuminate the fact that counseling is inherently political (Hipolito-Delgado & Lee, 2007;Mitcham-Smith, 2007) and, therefore, can never truly be divorced from the immediate sociopolitical context where faculty teach and graduate students learn and subsequently deliver service if social justice is to be truly realized. By putting this issue front and center, we aim to engender discussion of how the refusal to consider these very pertinent barriers can impede Black men in affirming their own meaningful definitions of leadership in graduate-level school counseling programs.…”

Section: Discussionmentioning

confidence: 99%

Black Male School Counselor Educator Contextual Explorations in Leadership

Henfield

Washington

Rue

et al. 2017

Professional School Counseling

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The counseling profession has seen an increase in research exploring counselor educators’ professional identity development. Leadership skills are noted in the Council for Accreditation of Counseling and Related Educational Programs standards as an important part of a school counselor’s identity, but scholars have paid less attention to leadership identity development for counselor educators. This lack of emphasis in the literature is even more evident when considering the leadership development of racial and ethnic minority counselor educators in school counseling programs. This article explores and critiques noted leadership approaches and provides firsthand accounts of two Black male counselor educators’ experiences leading school counseling programs.

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“…Rather than sit passively, school counselors can leverage the social influence inherent to their position to support Black students in their advocacy efforts, specifically when those students are confronted by White avoidance, skepticism, defensiveness, and dismissiveness in educational contexts (Henfield & Washington, 2012). This is especially relevant to school counseling because “the reality is that many professional school counselors are of the majority race and presumably have been socialized in the same American, ethnocentric curricula and school system that disservices marginalized students” (Mitcham-Smith, 2007, p. 341).…”

Section: Social Justice In School Counselingmentioning

confidence: 99%

“…Although much within the extant school counseling literature illustrates conscientização’s relevance to the profession (e.g., Hipolito-Delgado & Lee, 2007; Mitcham-Smith, 2007; L. Smith et al, 2010), recommendations for school counselors on how to connect conscientização to youth-driven social movements where Black students are using their voices to decry injustice are virtually nonexistent in the school counseling literature.…”

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confidence: 99%

Using a Critical Hip-Hop School Counseling Framework to Promote Black Consciousness Among Black Boys

Washington

2021

Professional School Counseling

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In this article, I outline an approach for critical hip-hop school counseling (CHHSC) for novice and tenured school counselors to use when working with Black boys. Various facets of hip-hop culture (e.g., music, hip-hop scholarship) can sharpen Black boys’ conscientização ( Freire, 1996 ) and help them discern how interconnected social institutions (e.g., political systems, traditional schools) are grounded in anti-Black discourses and practices that endanger Black life (Baldwin, 1963; Dumas, 2016). The article begins with an operational definition of hip-hop culture. From there, I connect dissident ideas within hip-hop culture to the ways social justice has been operationalized in education and counseling, school counseling in particular. I conclude with suggestions and resources school counselors can research and integrate when using this approach with Black boys in middle and secondary school settings (Grades 6–12).

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Advocacy-Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

Cited by 13 publications

References 1 publication

The School Counselor in Israel: An Agent of Social Justice?

The School Counselor in Israel: An Agent of Social Justice?

Black Male School Counselor Educator Contextual Explorations in Leadership

Using a Critical Hip-Hop School Counseling Framework to Promote Black Consciousness Among Black Boys

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