Performing Culturally Responsive School Counseling: An Exploration of the Gap between Theory and Practice in the Pursuit of Serving Minoritized Students

Autor/in	Zahraa Charara
Titel	Performing Culturally Responsive School Counseling: An Exploration of the Gap between Theory and Practice in the Pursuit of Serving Minoritized Students
Quelle	(2023) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	979-8-3811-6918-8
Schlagwörter	Hochschulschrift; Dissertation; Cultural Relevance; School Counseling; Minority Group Students; School Counselors; Counselor Role; High Schools; Counselor Attitudes; Knowledge Level; Racial Factors; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; High school; Oberschule; Wissensbasis; Kalifornien
Abstract	Culturally responsive school counseling (CRSC) is the call to action for school counselors, aimed at meeting the needs of underrepresented groups. CRSC is often described as an approach that serves all students, but definitions fail to mention and center underrepresented populations (i.e., students of color). Literature has included varying interpretations of CRSC but its definition remains vague, lacking identifiers or a set of best practices for practitioners to pursue. School counselors are left to interpret the ambiguity of CRSC, which impacts the services they provide Minoritized students and their outcomes. Using a conceptual framework based on critical race theory and culturally relevant pedagogy, this qualitative study examined the presence and invisibility of whiteness in school counseling through the perspectives of 17 practicing high school counselors in the state of California. One-on-one interviews elucidated how counselors make meaning of CRSC in their practice and its use in supporting Minoritized students and their families. Interviews indicated counselors were generally unfamiliar with CRSC as a concept, described it as a lens for self-evaluation, and could not clearly identify practices in its alignment. Findings were used to make recommendations for policy, practice, and further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04