An Ecological Examination of School Counseling Equity

Autor/inn/en	Savitz-Romer, Mandy; Nicola, Tara P.
Titel	An Ecological Examination of School Counseling Equity
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 2, S.207-232 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savitz-Romer, Mandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00618-x
Schlagwörter	School Counseling; Equal Education; Educational Change; Public Schools; Urban Schools; Counselor Role; Minority Group Students; Ecology; Systems Approach + Suchen Sie Ihr Suchwort? School counselling; Pädagogische Beratung; Bildungsreform; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ökologie; Systemischer Ansatz
Abstract	Amidst the rapid expansion of education reform aimed at promoting educational equity, noticeably absent has been a focus on school counseling--a profession uniquely positioned to support students' postsecondary, social emotional, and academic development. Despite research continually affirming the positive influence of counselors on students, uneven access to counseling support across US public schools, especially in urban areas, remains a reality today. Notably, high student-to-counselor ratios in schools that educate a large proportion of students of color and those living in low-income communities suggest that those students most in need of access to counseling support are the least likely to receive it. In this essay, we outline school counselors' unique roles in supporting minoritized youth and draw on Bronfenbrenner's (The ecology of human development: experiments in nature and design, Harvard University Press, Cambridge, 1979) ecological systems theory to consider the nested systems in which counselors work--systems which, we argue, place constraints on school counseling equity. This systems-level framing moves away from casting the limitations of our current student support model as an individual-level, personnel issue and instead conceptualizes it as an organizational one that must be remedied to ensure all students have equal access to critical counseling support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01