Exploring the Work Experiences of School Counselors of Color

Dollarhide, Colette T.; Bowen, Natasha K.; Baker, Caroline A.; Kassoy, Felice R.; Mayes, Renae D.; Baughman, Amber

doi:10.5330/psc.n.2013-17.52

Cited by 15 publications

(13 citation statements)

References 22 publications

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“…School counselors are predominantly female and White (ASCA, 2018; Bruce & Bridgeland, 2012). To meet the career and college readiness needs of a diverse K–12 student population, counselor education programs need to focus efforts on recruiting and preparing school counselors from diverse backgrounds (Dollarhide et al, 2013). Second, counselor educators may increase the self‐efficacy of preservice school counselors by providing comprehensive training (e.g., curriculum, field‐based experiences) aligned with best practices in career and college readiness counseling.…”

Section: Discussionmentioning

confidence: 99%

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Parikh‐Foxx

Martinez

Baker

et al. 2020

Jour of Counseling & Develop

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Grounded in Bandura’s (1997) self‐efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self‐Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh‐Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented.

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Section: Discussionmentioning

confidence: 99%

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Parikh‐Foxx

Martinez

Baker

et al. 2020

Jour of Counseling & Develop

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“…Although school counselors may have the necessary skills to implement equitable, data-driven programs, school staff and leaders may have a limited view of school counseling. This view may severely limit a school counselor’s ability to team and collaborate with multiple stakeholders and implement comprehensive school counseling programs to support the success of all students (Amatea & West-Olatunji, 2007; Dollarhide et al, 2013). In addition, institutional barriers, such as school policies and time constraints, may impede a school counselor’s ability to use their skillset that could reduce barriers to student learning and increase student success.…”

Section: Literature Reviewmentioning

confidence: 99%

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

et al. 2017

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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.

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“…Although the sample overwhelmingly identified as female, the racial and ethnic diversity of the sample expands the literature regarding school counselors of color and the larger school counseling profession (Dollarhide et al, 2013). The fact that gender and racial/ethnic numbers remained relatively consistent across the participant and nonparticipant groups assists in strengthening the internal validity of the study.…”

Section: Discussionmentioning

confidence: 97%

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

Tang

2019

Professional School Counseling

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This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

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Exploring the Work Experiences of School Counselors of Color

Cited by 15 publications

References 22 publications

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

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

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

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