# data[].attributes.body
This article explores how group counseling often doesn’t meet the needs of Black middle school boys. It builds on Steen et al. (2023) and uses Critical Race Theory to show how traditional counseling can reinforce white norms. The authors point out issues like unfair discipline and limited access to resources. They call for more inclusive, student-centered approaches supporting and uplifting African American boys.

# data[].attributes.attachment_link.title
ERIC - EJ1396662 - Disrupting White Hegemony: A Critical Shift toward Empowering Black Male Youth through Group Work, Journal of School-Based Counseling Policy and Evaluation, 2023

# data[].attributes.attachment_link.description
Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment.

# data[].attributes.body
Rutledge et al. (2023) examined how school counseling programs and counselor caseloads impact student performance in Indiana. They discovered that smaller caseloads benefit marginalized students, but only White students demonstrated improvements in ELA scores. The study highlights opportunity gaps—not ability—as the primary concern and advocates for more equitable counseling support.

# data[].attributes.attachment_link.title
ERIC - EJ1412103 - Examining Indiana’s State-Recognized Comprehensive School Counseling Programs, Caseload, and Academic Outcomes of Diverse Student Populations, Journal of School-Based Counseling Policy and Evaluation, 2023

# data[].attributes.attachment_link.description
In the age of accountability, school counselors are responsible for ensuring that their services are effective for all students by providing evidence of the impact of comprehensive school counseling programs (CSCPs) on student academic outcomes. Numerous studies provide empirical evidence of the impact of RAMP on student outcomes; however, none have disaggregated outcome data by race/ethnicity. Reviewing disaggregated data will aid in how CSCPs and school counselor caseloads support specific student populations and assist in closing student opportunity gaps. Using an archival dataset from the Indiana Department of Education (n = 264), we sought to understand the impact of a state-recognized CSCP and school counselor caseload on populations historically identified as underserved and underrepresented by examining critical demographic variables such as gender, race/ethnicity, and school socioeconomic status. Results indicated significant differences in English Language Arts scores for

# data[].attributes.body
LeBeauf (2010) explores how racial disparities affect students’ experiences in K–12 schools. Issues like unequal discipline, academic gaps, and limited access to resources are common for students of color. The article stresses the role school counselors play in recognizing and addressing these inequities. It calls for more culturally responsive practices to support all students fairly.

# data[].attributes.attachment_link.title
ERIC - EJ894781 - Racial Disparities in New Millennium Schools: Implications for School Counselors, Journal of School Counseling, 2008

# data[].attributes.attachment_link.description
This article explores the role of race in new millennium schools and its impact on students. Multicultural, psycho-social, and academic issues are addressed, and interventions for school counselors are discussed. Racially correlated disparities in K-12 education are apparent in: test scores, grades, retention and drop-out rates, identification for special education and gifted programs, extracurricular and co-curricular involvement, tracking, and disciplinary rates showing disproportionate disadvantages to students of color. This article identifies the primary targets of racial harassment in school, issues of ethnic groups, and psycho-environmental concerns that affect the service delivery and practice of today’s school counselor.

# data[].attributes.headline
Addressing Racial and Cultural Disparities in School Counseling

# data[].attributes.subject
Addressing Racial and Cultural Disparities in School Counseling

# data[].attributes.body
Rutledge, M. L., Burgess, M., Bledsoe, K. G., & Stickl Haugen, J. (2023). Examining Indiana’s state-recognized comprehensive school counseling programs, caseload, and academic outcomes of diverse student populations. Journal of School-Based Counseling Policy and Evaluation, 5(2), 45–57. https://doi.org/10.25774/7p0d-h080

# data[].attributes.body
Lopez-Perry, C. (2023). Disrupting white hegemony: A critical shift toward empowering Black male youth through group work. Journal of School-Based Counseling Policy and Evaluation, 5(1), 21–25. https://doi.org/10.25774/2pd3-a231

# data[].attributes.body
Lopez-Perry, C. (2023). Disrupting white hegemony: A critical shift toward empowering Black male youth through group work. Journal of School-Based Counseling Policy and Evaluation, 5(1), 21–25. https://doi.org/10.25774/2pd3-a231

# data[].attributes.headline
The Effectiveness of College and Career Readiness Programs

# data[].attributes.subject
The Effectiveness of College and Career Readiness Programs

# data[].attributes.body
The article Enhancing College and Career Readiness Programs for Underserved Adolescents by Gee et al. (2020) looks at ways to better support students who face extra challenges in school and life. Through research and conversations with students, parents, and educators, the authors suggest four main ideas: help students imagine their future through personal stories, teach important life skills like communication and coping, give them chances to explore college and career paths, and include input from everyone involved.

# data[].attributes.attachment_link.title
ERIC - ED610201 - Enhancing College and Career Readiness Programs for Underserved Adolescents, Grantee Submission, 2020-Dec-15

# data[].attributes.attachment_link.description
Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career- and college-readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as

# data[].attributes.body
Gee, K. A., Duffey, T., Parikh, T., & Mehta, B. (2020). Enhancing college and career readiness programs for underserved adolescents (REL 2020–031). U.S. Department of Education, Institute of Education Sciences, Regional Educational Laboratory West. https://files.eric.ed.gov/fulltext/ED610201.pdf

# data[].attributes.body
The article What We Know and Where to Go by Roberts and Grant (2021) takes a close look at what research says about how well rural students are being prepared for college and careers. They reviewed a lot of studies and found that rural students face some unique challenges—like fewer resources and opportunities—but also bring valuable strengths to the table. The authors highlight the need for more tailored, place-based programs that fit rural communities and suggest ways future research and policy can better support these students' paths after high school.

# data[].attributes.attachment_link.title
ERIC - EJ1315158 - What We Know and Where to Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field, Rural Educator, 2021

# data[].attributes.attachment_link.description
College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley’s (2012) college and career readiness model, Perna’s (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students’ college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students’ college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.

# data[].attributes.body
Khumalo, J. B. (2023). School management support for parental involvement in education. In Bulgarian Comparative Education Society (Ed.), Recovering education: Using the experiences and learning acquired to build new and better education systems (BCES Conference Book, Vol. 21, pp. 273–280). Bulgarian Comparative Education Society. https://files.eric.ed.gov/fulltext/ED629389.pdf

# data[].attributes.body
The article by Roberts and Grant (2021) reviews research on how rural students are being prepared for college and careers. It points out that while these students often face limited resources, they also have unique strengths. The authors suggest that programs should be tailored to fit rural communities and call for more research and policy changes to better support these students' futures.

# data[].attributes.attachment_link.title
ERIC - ED641286 - Portraits of a Graduate: Strengthening Career and College Readiness through Social and Emotional Skill Development, Collaborative for Academic, Social, and Emotional Learning, 2024-Feb-2

# data[].attributes.attachment_link.description
This report examines state portraits of a graduate and how state strategies for development and implementation can support future readiness. It also provides recommendations for state education agencies to consider to lift up the importance and visibility of these portraits. Several states have begun the process of developing a “portrait” or “profile of a graduate,” which is a holistic look at the skills and competencies students need to master to thrive in work, postsecondary educational opportunities, community, and their personal lives. To better understand how states are utilizing the portrait of a graduate to prepare students for career and college, we conducted a scan of all 50 states to see which states had developed state-wide portraits of a graduate or visions of a high school graduate. The results inform the findings and recommendations of this report, including the skills states are highlighting as essential for students’ future success and how states

# data[].attributes.body
Roberts, J. K., & Grant, A. (2021). What we know and where to go: A systematic review of the rural student college and career readiness literature and future directions for the field. Journal of Research in Rural Education, 37(5), 1–17. https://files.eric.ed.gov/fulltext/EJ1315158.pdf

# data[].attributes.headline
Parental Involvement in School Counseling

# data[].attributes.subject
Parental Involvement in School Counseling

# data[].attributes.body
The article by Khumalo (2023) looks at how schools in South Africa can better support parents in getting involved in their children’s education. Using Epstein’s model of family-school partnerships, the study shows that when schools create a welcoming environment and help teachers connect with families, parents are more likely to take part. It suggests that schools should focus more on what they can do to support parents, rather than blaming parents for not being involved.

# data[].attributes.attachment_link.readable_text
The role of parents in the education of their children is a factor which has been acknowledged as one of the contributors to learners' success in schools. In addition, the nature of parental involvement and the benefits thereof, have been sufficiently treated in the corpus on school improvement. The purpose of this paper is to probe the support that schools, through their School Management Teams (SMTs), provide to parents to enable them to be closely involved in their children's education. Seen through the lens of Epstein's model, parental involvement is conceptualized and related to school environments in diverse South African contexts. The model of parental involvement reveals six areas of involvement, namely, parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. Accordingly, parental involvement as defined by Epstein and the inherent support that schools should provide to parents, form the thesis of this paper. The paper concludes with a recommendation of implementing proactive strategies of parental involvement in education. [For the complete Volume 21 proceedings, see ED629259.]

Descriptors: Parent Participation, Parent School Relationship, Administrator Role, Teamwork, Child Rearing, Interpersonal Communication, Volunteers, Family Environment, Decision Making, Cooperation, Educational Environment, Teacher Empowerment, Teacher Role, Parent Teacher Cooperation

Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org

# data[].attributes.attachment_link.title
ERIC - ED629389 - School Management Support for Parental Involvement in Education, Bulgarian Comparative Education Society, 2023

# data[].attributes.attachment_link.description
The role of parents in the education of their children is a factor which has been acknowledged as one of the contributors to learners' success in schools. In addition, the nature of parental involvement and the benefits thereof, have been sufficiently treated in the corpus on school improvement.

# data[].attributes.body
In their 2023 study, Manilal and Jairam looked at how involved parents are in their children’s education at two very different primary schools in South Africa—one well-resourced and one not. They talked to teachers and parents to get a better idea of what was happening and found that, while parents in both schools cared, those in the more privileged school were more active and involved. The researchers suggest that this gap is mostly due to differences in resources and support, showing how important it is to find ways to help all parents stay engaged in their children’s learning.

# data[].attributes.attachment_link.title
ERIC - EJ1400841 - Experiences of Parental Involvement in Privileged and Underprivileged Schools, South African Journal of Education, 2023

# data[].attributes.attachment_link.description
In the study reported on here we looked at experiences of parental involvement in schools in Phoenix, KwaZulu-Natal. The objectives of the study were to determine how parents were involved in schools and what their experiences were. The study was guided by Epstein’s Theory of Overlapping Spheres. A qualitative research approach within an interpretivist paradigm was followed. A multiple case design was used and the schools were drawn from privileged and underprivileged contexts in Phoenix. The methodology employed to generate data was the semi-structured interview, followed by an open-ended questionnaire completed by the participants. The sample of participants comprised 3 parents and 3 teachers from each of the 2 schools. Thematic analysis was used to analyse the data. The findings show that parents from both privileged and underprivileged communities were concerned about and employed a variety of strategies to get involved in their children’s education, both academically and

# data[].attributes.body
Manilal, R., & Jairam, L. (2023). Parental involvement in two primary schools in Phoenix. South African Journal of Childhood Education, 13(1), 1–9. https://files.eric.ed.gov/fulltext/EJ1400841.pdf

# data[].attributes.body
Lambert and colleagues (2022) looked at how much parents are involved in the education of high school students with emotional and behavioral challenges. They found that these students often get less support at home when it comes to schoolwork and future planning, which affects how well they do in school. The study suggests that getting parents more involved could really help these students succeed.

# data[].attributes.attachment_link.title
ERIC - EJ1340889 - The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students with Elevated Emotional and Behavioral Risks, Journal of Emotional and Behavioral Disorders, 2022-Mar

# data[].attributes.attachment_link.description
Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results

# data[].attributes.body
Lambert, R. G., Wang, J., Nichols, L., & Kim, D. H. (2022). Examining differences in parental involvement and its association with achievement among students with and without emotional and behavioral risk. Journal of Emotional and Behavioral Disorders, 30(4), 211–222. https://files.eric.ed.gov/fulltext/EJ1340889.pdf

# data[].attributes.body
Roberts, J. K., & Grant, P. D. (2021). What we know and where to go: A systematic review of the rural student college and career readiness literature and future directions for the field. The Rural Educator, 42(2), 72–94. https://files.eric.ed.gov/fulltext/EJ1315158.pdf