An Examination of the Impact of Student Race, Gender, and Socioeconomic Status on School Counselors' Decisions to Place Students in Alternative Learning Programs

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Dameron, M. (2018). An Examination of the Impact of Student Race, Gender, and Socioeconomic Status on School Counselors' Decisions to Place Students in Alternative Learning Programs. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The American School Counselor Association (ASCA) National Model (ASCA, 2012) and ASCA Ethical Standards (ASCA, 2016) highlight the relationship between school counseling, advocacy, and social justice. It is the school counselor’s duty to address inequitable policies, procedures, and conditions that may limit students’ personal/social and academic development, college access, and career readiness (ASCA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, 2016). An experimental design in which participants responded to one of eight vignettes was used to examine the impact of student race, gender, and socioeconomic status (SES) on practicing school counselors’ (N=334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors’ likelihood of placing students in ALPs for disciplinary reasons based on students’ race, gender, or SES. A bivariate correlation also revealed a statistically significant positive relationship between school counselors’ belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus, 1991), and likelihood of referring students to ALPs for disciplinary reasons.

Details
Author

Dameron, Merry

Title

An Examination of the Impact of Student Race, Gender, and Socioeconomic Status on School Counselors' Decisions to Place Students in Alternative Learning Programs

Physical Description

1 online resource (156 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The American School Counselor Association (ASCA) National Model (ASCA, 2012) and ASCA Ethical Standards (ASCA, 2016) highlight the relationship between school counseling, advocacy, and social justice. It is the school counselor’s duty to address inequitable policies, procedures, and conditions that may limit students’ personal/social and academic development, college access, and career readiness (ASCA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, 2016). An experimental design in which participants responded to one of eight vignettes was used to examine the impact of student race, gender, and socioeconomic status (SES) on practicing school counselors’ (N=334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors’ likelihood of placing students in ALPs for disciplinary reasons based on students’ race, gender, or SES. A bivariate correlation also revealed a statistically significant positive relationship between school counselors’ belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus, 1991), and likelihood of referring students to ALPs for disciplinary reasons.

Genre

doctoral dissertations

Subjects--Topics

Educational counseling

Degree

Ph.D.

Keywords

Alternative Education
Alternative Learning Programs
Discipline Disproportionality
Discipline Gap
School Counseling
Social Justice in Education

Subject Area

Counseling

Advisor(s)

Foxx, Sejal

Committee Members

Harris, Hank
Flowers, Claudia
Butler, Bettie
Abrams, Lyndon

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Dameron_uncc_0694D_11640

Permalink

http://hdl.handle.net/20.500.13093/etd:608