School Counselors as Leaders for Social Justice and Equity.
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| Title: | School Counselors as Leaders for Social Justice and Equity. |
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| Authors: | Shell, E. Mackenzie1 eshell@cau.edu |
| Source: | Taboo: The Journal of Culture & Education. Spring2021, Vol. 20 Issue 2, p58-71. 14p. |
| Subject Terms: | *Student counselors, *Leadership training, *Educational leadership, *Educational equalization, Social justice |
| Abstract: | The demographics of public schools in the United States have changed immensely since the peak of the Civil Rights Era in 1968 from a majority White population to a nearly 50% heterogenous mix of Culturally and linguistically diverse (CLD) students. Culturally and Linguistically Diverse students face longstanding issues of inequity within public schools in the United States. Culturally responsive school leadership is one method to address and redress the longstanding inequities for CLD students. School counselors are uniquely positioned to bridge the multicultural and social justice leadership practices to traditional models of school leadership based on their training, access to school-wide data and infusion of Multicultural and Social Justice Counseling Competencies (Ratts and Greenleaf, 2017). This conceptual article seeks to promote school counselors as culturally responsive school leaders by revealing their training and skillsets through a Multicultural and Social Justice Counseling Competencies framework. [ABSTRACT FROM AUTHOR] |
| Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151034326 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: School Counselors as Leaders for Social Justice and Equity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shell%2C+E%2E+Mackenzie%22">Shell, E. Mackenzie</searchLink><relatesTo>1</relatesTo><i> eshell@cau.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Taboo%3A+The+Journal+of+Culture+%26+Education%22">Taboo: The Journal of Culture & Education</searchLink>. Spring2021, Vol. 20 Issue 2, p58-71. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+counselors%22">Student counselors</searchLink><br />*<searchLink fieldCode="DE" term="%22Leadership+training%22">Leadership training</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The demographics of public schools in the United States have changed immensely since the peak of the Civil Rights Era in 1968 from a majority White population to a nearly 50% heterogenous mix of Culturally and linguistically diverse (CLD) students. Culturally and Linguistically Diverse students face longstanding issues of inequity within public schools in the United States. Culturally responsive school leadership is one method to address and redress the longstanding inequities for CLD students. School counselors are uniquely positioned to bridge the multicultural and social justice leadership practices to traditional models of school leadership based on their training, access to school-wide data and infusion of Multicultural and Social Justice Counseling Competencies (Ratts and Greenleaf, 2017). This conceptual article seeks to promote school counselors as culturally responsive school leaders by revealing their training and skillsets through a Multicultural and Social Justice Counseling Competencies framework. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151034326 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 58 Subjects: – SubjectFull: Student counselors Type: general – SubjectFull: Leadership training Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Social justice Type: general Titles: – TitleFull: School Counselors as Leaders for Social Justice and Equity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shell, E. Mackenzie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10805400 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Taboo: The Journal of Culture & Education Type: main |
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