African American Students' Perceptions of Their High School Career Counseling Experiences
African American Students' Perceptions of Their High School Career Counseling Experiences

Author: Leah A. Byrd

Publisher:

Published: 2013

Total Pages: 166

ISBN-13:

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This study examined the perceptions of 10 African American 12th-grade students from one suburban high school regarding their high school career counseling experiences. The purpose was to better understand how students perceive their career counseling interactions and to ascertain what factors were relevant in the counseling relationship. An individual, in-person interview was conducted with each participant. An analysis of the individual interviews was conducted which yielded a number of themes that were relevant to each participant. A further analysis of all 10 student cases collectively identified eight themes that emerged as common amongst multiple participants. The common themes were: (a) counselors need to be a useful resource, (b) counselors need to emotionally connect with students, (c) counselors need to be personable, (d) students did not seek career development assistance, (e) students judged counselors based on observations of work ethic (f) college-bound students reported similar counseling needs, (g) male students reported generally favorable experiences, and (h) counselor demographics not mentioned. These themes identify characteristics of the counseling relationship that the participants found significant to them.

African American Students’ Career and College Readiness
African American Students’ Career and College Readiness

Author: Jennifer R. Curry

Publisher: Lexington Books

Published: 2015-10-08

Total Pages: 379

ISBN-13: 1498506879

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College and career readiness is essential to promoting the success of all students. Educational and economic changes in today’s society demands well thought out strategies for preparing students to survive academically, socially, and financially in the future. African American students are at a disadvantage in this strategic planning process due to a long history of racism, injustice, and marginalization. African American Students’ Career and College Readiness: The Journey Unraveled explores the historical, legal, and socio-political issues of education affecting African American students and their career and college readiness. Each chapter has been written based on the authors’ experience and passion for the success of students in the African American population. Some of the chapters will appear to be written in a more conversational and idiomatic tone, whereas others are presented in a more erudite format. Each chapter, however, presents a contextual portrayal of the contemporary, and often dysfunctional, pattern of society’s approach to supporting this population. Contributors also present progressive paradigms for future achievements. Through the pages of this book, readers will understand and hopefully appreciate what can be done to promote positive college bound self-efficacy, procurement of resources in the high school to college transition, exposure and access to college possibilities, and implications for practice in school counseling, education leadership, and higher education.

Race and Student's Perception of School Counseling
Race and Student's Perception of School Counseling

Author: Nicole Little

Publisher:

Published: 2015

Total Pages: 20

ISBN-13:

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In the United States there is still a race gap in education. Black students tend to perform less well in school on standardized tests and grades. Many black students come from low income families and do not have the same resources as middle and upper class Caucasian students. High school counselors can assist in providing support to these students by referring them to tutoring, giving them college and career advice, assisting them in applying for scholarships and to colleges. This study looks at how Black and White students feel about their high counseling experience. This research examined the Monitoring The Future study. Two thousand three hundred and thirty seven high school students were surveyed across the United States. This study found that in general African-American students are more likely to request high school counseling compared to their White counterparts. In addition, that African-American students are more likely to find counseling more helpful than white students. School counselors can help close the racial gap in education.

Career Counseling for African Americans
Career Counseling for African Americans

Author: W. Bruce Walsh

Publisher: Routledge

Published: 2000-12

Total Pages: 215

ISBN-13: 1135683573

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Topics in this volume include: basic issues in career counselling for African Americans; career assessment; vocational and personal considerations; and future directions in career counselling theory.

Standing Outside on the Inside
Standing Outside on the Inside

Author: Olga M. Welch

Publisher: State University of New York Press

Published: 1997-03-20

Total Pages: 158

ISBN-13: 1438423802

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At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools. Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.

So You Call Yourself a Counselor
So You Call Yourself a Counselor

Author: ZeVida A. Holman

Publisher:

Published: 2016-10-11

Total Pages:

ISBN-13: 9780997102857

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So You Call Yourself A Counselor? was written to understand how school counselors' words and interactions impacted first-generation African American students' post-secondary aspirations, to identify commonalities among the students, and to enlighten school counselors about the potential power and impact their words and interactions have on potential FGAACS' post-secondary aspirations.

Students at the Table
Students at the Table

Author: Lovell Devon Smith

Publisher:

Published: 2014

Total Pages: 176

ISBN-13:

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National and state direct matriculation rates from high school to four-year postsecondary institutions are disproportionately low among African American students. Although counselors play a major role in helping students get to college, barriers persist in high schools that limit the flow and quality of college information to African American students. Additionally, many practitioners perceive African American students as lacking the cultural capital necessary for four-year college matriculation. Persistent structural barriers and a lack of recognition of community cultural wealth often lead to the channeling of African American high school students into community colleges. While community colleges can be a viable path toward four-year institutions, African American students are most negatively impacted by low transfer rates. The purpose of this study was to 1) explore the various forms of capital African American students reported to possess that current research suggests leads to college-going; 2) report the perceived needs African American students have that need to be addressed by their school site; and 3) engage African American students in action research in order to present an alternative pathway of college knowledge delivery through media. This qualitative study was conducted as descriptive action research. African American high school students and alumni were surveyed and interviewed to gain their perspectives on their personal attributes, college-going knowledge, and preparation as well as their notions of what they yet needed from school staff and counselors. Data showed that African American students possess a wealth of resources in which Yosso (2005) deems community cultural wealth. As well, the data implies a need for practitioners to increase their expectations for African American students to be prepared to enroll directly into four-year institutions, employ more culturally responsive approaches in providing college information to African American students and preparing them for matriculation into four-year institutions. Finally, the study describes an alternative and culturally responsive process in which African American students may provide college information to their peers through media engagement.

Students at Risk of School Failure
Students at Risk of School Failure

Author: José Jesús Gázquez

Publisher: Frontiers Media SA

Published: 2018-10-18

Total Pages: 594

ISBN-13: 2889455912

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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.