Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors

Velsor, Patricia Van; Orozco, Graciela L.

doi:10.5330/psc.n.2010-11.17

Cited by 61 publications

(36 citation statements)

References 31 publications

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“…Several authors (e.g., Amatea & West-Olatunji, 2007; C. Lee, 2005;Van Velsor & Orozco, 2007) have written about the unique challenges school counselors face when working with students from lower social classes. Included among these challenges are the achievement gap, school climate issues that impact students, resource deficits, a cultural gap between students and families living in poverty and the school, and the "blame game" where school personnel hold students and parents accountable for a lack of adjustment or achievement.…”

Section: Poverty Low Social Class and The School Counseling Relatiomentioning

confidence: 99%

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

Hutchison

2011

Equity & Excellence in Education

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This analog study presented 173 practicing school counselors with one of four case scenarios depicting a student new to their school. Each scenario manipulated one of two levels of the independent variables, which were perceived poverty and academic achievement. Main effects indicate that participants rated students as more attractive counseling participants when they are perceived as poor and/or strong academic performers. Implications for school counselors and further research are discussed.Issues of social class are a frequent topic in counseling literature, particularly publications pertaining to school counseling.

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Section: Poverty Low Social Class and The School Counseling Relatiomentioning

confidence: 99%

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

Hutchison

2011

Equity & Excellence in Education

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“…Previous literature addressing low-income families and African American families (HolcombMcCoy, 2010;Moore-Thomas & Day-Vines, 2010;Van Velsor & Orozco, 2007) has encouraged school counselors to consider flexible opportunities for parent involvement. Suggestions have included weekend or evening office hours and community-based locations for meetings.…”

Section: Flexible Formatsmentioning

confidence: 99%

“…These presentations should come from multiple persons (administrators, school counselors, teachers, a Latino parent role model) and should acknowledge and affirm the home-based involvement strategies in which Latino parents are already engaged. School personnel should approach this community with a strengths-based view, to help create a positive and collaborative relationship rather than a defensive or blaming one (Dotson-Blake, 2010;Dotson-Blake et al, 2009;Moore-Thomas & Day-Vines, 2010;Van Velsor & Orozco, 2007). By acknowledging the expertise and commitment of the parents, the school meets them halfway in the partnership.…”

Section: Latino Family Nightmentioning

confidence: 99%

Parental Involvement in Children's Education: Considerations for School Counselors Working with Latino Immigrant Families

González

Borders²,

Villalba

et al. 2013

Professional School Counseling

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Abstract:The Hoover- Dempsey et al. (2005) model of parents" involvement in their children's schools has recently been applied to Latino immigrant families. This article reviews that literature and then describes culturally appropriate strategies for school counselors to work with this population, focusing on (a) teacher and counselor invitations to the family, (b) parent or partnership-focused role construction, and (c) flexible formats for involvement that respect families with limited time. The article includes a sample Latino Family Night program.: Counseling | Education | Outreach | Latino Keywords Article:Parental involvement is a powerful influence on educational outcomes of children. Hill and Tyson (2009) stated, "family-school relations and parental involvement in education have been identified as a way to close demographic gaps in achievement and maximize students ' potential" (p. 740). Research has shown positive associations between parental involvement and student grades, rates of participation in advanced courses, lower dropout rates, motivation toward school work, and valuing of education (Hoover-Dempsey et al., 2005). Parents can model effective learning behaviors, reinforce productive choices, and help set future goals such as college attendance (Bergerson, 2009;Hoover-Dempsey & Sandier, 1995). Communication between families and schools may promote social adjustment in addition to academic achievement (Delgado-Gaitan, 1994). Facilitation of parental involvement is beneficial to the schools as well as to the students; thus, many school counselors are increasing their outreach to parents (Bryan & Griffin, 2010;Walker, Shenker, & Hoover-Dempsey, 2010).However, typical definitions of school-based parental involvement may not reflect the full range of activities and strategies used by families (De Gaetano, 2007). Middle-to upper-class families often are able to work within the school's framework by participating in traditional parent involvement opportunities (e.g., Parent-Teacher Association meetings, volunteering in the schools, or monitoring homework at home). However, other families have barriers to participation due to economic, linguistic, cultural, or life circumstances (Delgado-Gaitan, 1991). For example, Latino families who immigrate to the United States for economic reasons may be working several jobs, attempting to acquire English literacy, and just starting to learn about the structure of the U.S. educational system (Mena, 2011).Latino children represented 21% of elementary and secondary school students in 2007, with 27% of those children living in poverty and 68% of them living in families where parents had a high school diploma or less (Aud, Fox, & KewalRamani, 2010). Although the majority of Latinos in the U.S. are native-born (62.9% in 2009), immigrant Latino families may have greater needs as they adjust to a new culture, new types of work and school, and perhaps a new language (Dockterman, 2011;. Some of the cultural values that are held in common by many immigrant Latinos include ...

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“…attitudes about school (Loukas, Suzuki, & Horton, 2006;Hernández & Seem, 2004); and barriers to partnerships (Bryan & Holcomb-McCoy, 2004Bryan & Griffin, 2010;Finkelstein, 2009;Sanders & Harvey, 2002;Van Velsor & Orozco, 2007).…”

Section: Variablesmentioning

confidence: 99%

“…School counselors, families and community members are significant constituents in the educational systems; thus, they play a crucial role in promoting SFC partnership programs. However, barriers to partnerships emerged as an important variable in the literature (Bryan & Holcomb-McCoy, 2004Bryan & Griffin, 2010;Finkelstein, 2009;Sanders & Harvey, 2002;Van Velsor & Orozco, 2007). Bryan and Griffin (2010) stated that "school counselors' partnership roles and practices and the factors that promote or hinder their partnership involvement could facilitate school counselors' ability to effectively implement the partnership strategies" (p. 75).…”

Section: Lack Of Resourcesmentioning

confidence: 99%

A national study

Aydin¹

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In recent years, the number of linguistically diverse students (LDS) in the U.S.public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009).Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF).Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF.This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement.Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration).Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF.Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores.Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have highe...

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Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors

Cited by 61 publications

References 31 publications

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

Parental Involvement in Children's Education: Considerations for School Counselors Working with Latino Immigrant Families

A national study

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