EDG Counseling-School Counselor by Pamela Forrester

pforrester2 — 2025-04-25 17:33:10 UTC

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.

pforrester2 — 2025-04-25 17:39:25 UTC

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.

pforrester2 — 2025-04-25 17:41:58 UTC

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.

Addressing Racial and Cultural Disparities in School Counseling

pforrester2 — 2025-04-25 17:45:58 UTC

APA Citation:

pforrester2 — 2025-04-25 18:23:25 UTC

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

APA Citation

pforrester2 — 2025-04-25 18:25:07 UTC

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

APA Citation:

pforrester2 — 2025-04-25 18:27:06 UTC

The Effectiveness of College and Career Readiness Programs

pforrester2 — 2025-04-25 18:28:14 UTC

pforrester2 — 2025-04-25 18:32:19 UTC

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.

APA Citation:

pforrester2 — 2025-04-25 18:33:13 UTC

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

pforrester2 — 2025-04-25 18:36:44 UTC

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.

APA Citation:

pforrester2 — 2025-04-25 18:37:29 UTC

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

pforrester2 — 2025-04-25 18:39:49 UTC

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.

APA Citation:

pforrester2 — 2025-04-25 18:40:44 UTC

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

Parental Involvement in School Counseling

pforrester2 — 2025-04-25 18:41:44 UTC

https://eric.ed.gov/?q=parental+involvement+in+mental+health&ft=on&id=ED629389

pforrester2 — 2025-04-25 18:45:11 UTC

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.

pforrester2 — 2025-04-25 19:09:18 UTC

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.

APA Citation:

pforrester2 — 2025-04-25 19:14:59 UTC

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

pforrester2 — 2025-04-25 19:17:42 UTC

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.

APA Citation:

pforrester2 — 2025-04-25 19:19:06 UTC

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

APA Citation:

pforrester2 — 2025-04-25 19:24:58 UTC

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