Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education

This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a more positive experience navigating the promotion and tenure process

School Counselors as Leaders in School Turnaround

This study examined the role of professional school counselors in the school turnaround process. Themes from a qualitative case study analysis suggest that school counselors used leadership to develop data-driven programs and activities congruent with the ASCA National Model. Additionally, school counselors sought greater collaboration, partnership, and relationships with teachers, students, families, and the community at larger. Finally, the role of school counselors was heavily shaped by the expectations of school principals. Implications are explored for school counseling practice

Preparing Latino Students for Life After High School: The Important Role of School Counselors and School Psychologists

Latinos represent a significant percentage of the U.S. population; yet, they continue to experience substantial educational challenges in society. The purpose of this paper is to explore the barriers Latino students face in pursuit of educational opportunity and the important role school counselors and school psychologists can play in preparing them for life after high school, whether it be participation in the workforce or attendance at a postsecondary institution. Policy recommendations are provided for educators and policymakers at the secondary and postsecondary levels. Moreover, practice recommendations are offered for school counselors and school psychologists at the secondary level

Liberatory School Counseling Practices to Promote Freedom Dreaming for Black Youth

The American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Further, school counselors may also contribute to the ways that the basic and unique needs of Black students are overlooked, leading to the continued systemic adultification of Black students. What is needed is a radical imagination of school counseling, which centers on homeplace as the foundation in order to engage in freedom dreaming. In this article, the authors engage this radical imagination to detail an antiracist view of school counseling practice that embraces freedom dreaming and homeplace through healing and Indigenous educational practices, youth-led school counseling, and critical hip-hop practices to promote joy, creativity, power, love, resistance, and liberation

Improving School Counselor Efficacy Through Principal-Counselor Collaboration: A Comprehensive Literature Review

The school counselor and principal have vital roles within a school which have a significant impact upon the way a school functions. One area of pressing conflict within principal-counselor relationships is disagreement over the appropriate role and function of the counselor. In order to investigate perceptions of the counselor role, as well as the elements of healthy relationships between principals and counselors, the authors conducted an extensive literature review. The following themes were found within the literature and are discussed: 1) school counselor roles and responsibilities, 2) principal and school counselor collaboration, and 3) characteristics of effective school counselor/principal relationships

“It Wasn’t Mentioned and Should Have Been”: Principals’ Preparation to Support Comprehensive School Counseling

As principals become aware of comprehensive school counseling programs, they will be better prepared to ensure counselors facilitate students’ learning, social emotional needs, and college and career readiness, rather than engage in inappropriate tasks such as substitute teaching, standardized testing, or student discipline. We conducted a program review based on a survey of graduates who are current principals, to identify areas for improvement towards the above in our principal preparation program. Survey results revealed significant differences between how principals report counselors are being supported to perform standards-based tasks based on school size in five areas regarding the role of the counselor and time spent performing counselor-related duties. Open-ended responses indicate that there are gaps in our preparation, such as a lack of curriculum and activities focused on counselor roles, that must be addressed in order to prepare them to effectively support counselors