Investigating the Relationship between School Counselor Recommendations and Student Cultural Behavioral Styles

Autor/inn/en	Shure, Lauren; West-Olatunji, Cirecie; Cholewa, Blaire
Titel	Investigating the Relationship between School Counselor Recommendations and Student Cultural Behavioral Styles
Quelle	In: Journal of Negro Education, 88 (2019) 4, S.454-466 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	School Counselors; Cultural Differences; Student Behavior; Special Education; Discipline; Disproportionate Representation; Low Income Students; Minority Group Students; Intervention; Counseling Techniques; Counselor Attitudes; Student Diversity; Equal Education; Social Justice; African American Students; Racial Bias; Social Bias; Cultural Awareness; Middle Schools; Middle School Students; Racial Differences + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Kultureller Unterschied; Student behaviour; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Disziplin; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Soziale Gerechtigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Rassenunterschied
Abstract	Despite efforts made by educators and policymakers, disproportionality in special education and discipline persists for low-income, African American students. Through the lens of Multicultural Counseling Theory (MCT), this quantitative study investigated the likelihood of school counselors recommending students for advanced and remedial interventions based upon students' cultural behavior styles. The results indicate that counselor bias may affect how they make recommendations for special education. Recommendations for school counselor practice and training are discussed. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01