High School Guidance Counselor Recommendations: The Role of Student Race, Socioeconomic Status, and Academic Performance

Linnehan, Frank; Weer, Christy H.; Stonely, Paul

doi:10.1111/j.1559-1816.2011.00725.x

Cited by 14 publications

(8 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These examples must be understood within the context of the prevailing research literature, which reveals that black male youth are often denied meaningful educational opportunities, and are tracked out of upper ability or college preparatory programs and into remedial, vocational, or even special education programs (Catsambis, 1994;National Research Council, 2002;Darling-Hammond, 1994;Ford, Grantham, & Whiting, 2008;Grantham, 2004aGrantham, , 2004bHarry & Klingner, 2006;Hrabowski, Maton, & Greif, 1998;Linnehan, Weer, & Stonely, 2011;Oakes, 2005). While majoritarian discourses favor cultural impediments to explain academic placement (Herrnstein & Murray, 1994;Mitchell, 2013), CRT exposes micro-level structural factors, such as academic gatekeeping, that tend to disproportionally impact black males and perpetuate racial subordination.…”

Section: Counselorsmentioning

confidence: 96%

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

Allen

White-Smith

2014

Equity & Excellence in Education

View full text Add to dashboard Cite

Drawing upon the authors' experiences working in schools as teachers, teacher educators, researchers, and community members, this study utilizes a Critical Race Theory of education in examining the school-to-prison pipeline for black male students. In doing so, the authors highlight the particular role educators play in the school-to-prison pipeline, focusing particularly on how dispositions toward black males influence educator practices. Recommendations and future directions are provided on how education preparation programs can play a critical role in the transformation of black male schooling.A significant body of literature on the life outcomes of black males examines how school practices and policies file children out of educational environments and into the criminal justice system

show abstract

Section: Counselorsmentioning

confidence: 96%

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

Allen

White-Smith

2014

Equity & Excellence in Education

View full text Add to dashboard Cite

show abstract

“…Sagas and Cunningham (2005) did not find any mediating role of social capital in the relationship between race and career achievement of football coaches, however, their results showed a significant difference in access to social and human capital due to race. Linnehan et al. (2011) showed that socio-economic status, which helped students in developing access to social capital, played a significant role even in getting favorable guidance from the high-school counselor.…”

Section: Forms Of Capital and Academic Achievementmentioning

confidence: 99%

Capital access and its mobilization for academic achievement: A case of Indian higher education system

Maheshwari

Singh

2021

Research in Education

View full text Add to dashboard Cite

Previous research has demonstrated a strong relationship between access to capital and academic achievement. The present study explores the mediating role of the individual mindset and class perception in the capital–achievement relation. A survey-based study is conducted on 314 Delhi based undergraduate students. Different measures/proxies of various forms of capital and achievement are used. To see the role of the individual mindset, psychological resources of individual are considered and operationalized in terms of self-motivation and self-confidence. Results show that economic, social, and cultural capital have a significant influence on academic achievement. However, class perception and involvement in highbrow activities do not show any role in academic achievement. Results further reveal a significant mediating role of psychological resources in the capital–achievement relation. Results demonstrate that in the Indian higher education system, various forms of capital largely shape academic achievement and psychological resources significantly facilitate this relationship. Though the individual mindset can help in breaking this capital–achievement nexus, mostly it seems to be facilitating the relation. The results and implications of the study are discussed.

show abstract

“…Housing and education are inextricably linked and inequality across all levels of schooling takes several forms, including racial segregation between lower level and upper level courses (Gettleman, 2005), differential access to scholarships and financial aid (Mathews, 2005), and inequitable guidance counseling based on student ethnicity (Linnehan, Weer, & Stonely, 2011). Consistent isolation creates and perpetuates segregation of lived experiences, career trajectories and goals, and the degree to which any given profession must and can be diversified.…”

Section: Formative Experiencesmentioning

confidence: 99%

“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice

Valderama‐Wallace

Apesoa-Varano

2019

Policy, Politics, & Nursing Practice

View full text Add to dashboard Cite

Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.

show abstract

High School Guidance Counselor Recommendations: The Role of Student Race, Socioeconomic Status, and Academic Performance

Cited by 14 publications

References 45 publications

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

“Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education

Capital access and its mobilization for academic achievement: A case of Indian higher education system

“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice

Contact Info

Product

Resources

About