Intentional Teacher-School Counselor Collaboration: Utilizing Culturally Relevant Frameworks to Engage Black MalesReport as inadecuate




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Interdisciplinary Journal of Teaching and Learning, v2 n1 p34-48 Spr 2012

Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.

Descriptors: Counselor Teacher Cooperation, Phenomenology, Systems Approach, Social Cognition, African American Students, Males, Teacher Education, Guidelines, Career Counseling, Student Needs, Academic Achievement, Vignettes, Culturally Relevant Education, Risk, Well Being, Self Efficacy, Stress Variables, Coping, Self Concept, High Achievement, High School Students, Elementary Secondary Education

Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl[at]subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36





Author: Henfield, Malik S.; McGee, Ebony O.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2811&id=EJ1056435



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