Supporting the College and Career Needs of Gifted and Talented Learners in Rural Elementary Schools: Strategies for School Counselors

The study explored the experiences of rural school counselors broaching conversations on race with students. We used a critical research framework with a phenomenological approach to understand the experiences of nine rural school counselors. Our findings relate to the factors that impacted school counselors’ broaching behaviors with students. We discuss strategies for how rural school counselors might effectively broach conversations on race within their schools and address implications for school counseling practice and counselor education practice and research.

Section: Rural Communitiesmentioning

confidence: 99%

Rural School Counselors Broaching Conversations on Race with Students

Williams

Beckwith

Lupton-Smith

2023

“…Research is mixed regarding student outcomes in RAMP versus non-RAMP schools, as expressed previously. However, if students attending RAMP-designated schools report better academic, social/emotional, and career development outcomes, the dearth of rural RAMP schools may suggest inequitable access to resources and school-based services, a phenomenon commonly cited in rural educational research (e.g., Boulden et al, 2021; Johnson et al, 2014; Kettler et al, 2015). Consequently, a need exists for research exploring the intersection of RAMP and rural school communities.…”

Section: Purposementioning

confidence: 99%

“The single fish in the sea”: Exploring the Lived Experiences of Rural School Counselors Earning RAMP

Boulden

Brown

Coffield

2022

Self Cite

Empirical scholarship exploring the Recognized ASCA Model Program (RAMP) process in rural school communities is notably lacking. In response to this gap, we conducted a phenomenological study with eight rural school counselors who successfully navigated the RAMP process. Participants shared influential reasons for pursuing RAMP, supporting factors in that work, obstacles that occurred during their RAMP pursuit, and outcomes related to earning the distinction. The findings support the need for RAMP resources geared toward school counselors working in rural settings. We discuss further implications in the article.

“…President Obama's message was clear: "Every student should graduate from high school ready for college or a career, regardless of their income, race, ethnic or language background, or disability status" (U.S. Department of Education, 2010, p. 3). School counselors are also well positioned to support students' career development needs (ASCA, 2017b(ASCA, , 2019aBoulden et al, 2021). For example, they can support students' awareness of their values and interests through appraisal in individual, small-group, and classroom settings.…”

Section: Academic and Career Developmentmentioning

confidence: 99%

“…Department of Education, 2010, p. 3). School counselors are also well positioned to support students’ career development needs (ASCA, 2017b, 2019a; Boulden et al, 2021). For example, they can support students’ awareness of their values and interests through appraisal in individual, small-group, and classroom settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Initial Validation of the ASCA-Informed Student Needs Assessment—High School Version

Boulden

2022

Self Cite

This study aimed to develop and validate the ASCA-Informed Student Needs Assessment—High School Version, an ASCA-informed and practitioner-friendly instrument that high school counselors can administer to students to identify pressing student needs. The results revealed a four-factor model consisting of the following dimensions: (a) school connectedness and prosocial skills, (b) social/emotional support, (c) academic and career development, and (d) relationships and emotional regulation. The study’s findings suggest suitable reliability and validity. This article discusses implications and areas for future research.