The Impact of Race, Gender, and Socioeconomic Status on School Counselors' Alternative Learning Program Placement Decisions: An Experimental Study

Autor/inn/en	Dameron, Merry Leigh; Foxx, Sejal Parikh; Flowers, Claudia
Titel	The Impact of Race, Gender, and Socioeconomic Status on School Counselors' Alternative Learning Program Placement Decisions: An Experimental Study
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 5, S.699-723 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dameron, Merry Leigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00502-9
Schlagwörter	School Counselors; Race; Gender Differences; Socioeconomic Status; Decision Making; Student Placement; Ethics; Nontraditional Education; Outcomes of Education; Equal Education; Discipline Policy; Standards; Factor Analysis; Counselor Attitudes; Social Justice; Referral; Measures (Individuals) + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Rasse; Abstammung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Decision-making; Entscheidungsfindung; Schülerpraktikum; Ethik; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Disziplinarmaßnahme; Standard; Faktorenanalyse; Soziale Gerechtigkeit; Messdaten
Abstract	As a form of exclusionary discipline, student placement into an alternative learning program (ALP) may lead to negative outcomes for students (e.g., lower academic achievement, attrition, involvement in the juvenile justice system; Anderson and Ritter in Educ Policy Anal Arch 25(49):1-33, 2017). School counselors are called to address inequitable policies, procedures, and conditions that may limit students' personal/social and academic development, college access, and career readiness (ASCA, The ASCA national model: a framework for school counseling programs, 3rd edn. American School Counselor Association, Alexandria, VA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, Ethical standards for school counselors. American School Counselor Association, Alexandria, VA, 2016). The researchers utilized a true experimental design to examine the impact of student race (African American or White), gender (male or female), and socioeconomic status (SES; economically advantaged or disadvantaged) on practicing school counselors' (N = 334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors' likelihood of placing students in ALPs for disciplinary reasons based these student demographic factors. The study also revealed a statistically significant positive relationship between school counselors' belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus in Personal Individ Differ, 12(11): 1171--1178. https://doi.org/10.1016/0191-8869(91)90081-L, 1991), and likelihood of referring students to ALPs for disciplinary reasons. Implications for school counselors and educational stakeholders are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01