校级官僚:高中辅导员如何适应他们工作中的矛盾逻辑

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mary Kate Blake
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引用次数: 0

摘要

通过三年的培训,学校辅导员在为学生提供社会情感、学术和高等教育指导的基础上建立了职业身份。但是,在官僚主义的环境中,学校辅导员在满足这些期望时面临着冲突,这种环境要求他们在与学生会面时优先考虑效率,而不是建立一对一的关系。我从对高中辅导员和学校工作人员的采访和一年的观察中得出结论,研究支配他们工作的制度逻辑,并使用居住制度理论来研究时间稀缺如何影响辅导员在微观层面互动中如何解释这些相互冲突的宏观层面逻辑。在这项研究中,咨询师发展了一种实践模式,帮助他们管理这种冲突,通过谈判,但最终以他们可以利用的资源,以最好的方式解决不理想的策略。拒绝效率模式的努力遭到了学校领导的抵制,给辅导员和学生带来了意想不到的后果。他们工作中固有的冲突使他们没有多少空间去提供心理健康或高等教育咨询,他们期望并接受过培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School-Level Bureaucrats: How High School Counselors Inhabit the Conflicting Logics of Their Work
Through three years of training, school counselors build a professional identity based on providing social-emotional, academic, and postsecondary guidance to students. But school counselors face conflict in meeting these expectations in a bureaucratic environment that asks them to prioritize efficiency when meeting with students rather than building one-on-one relationships. I draw from interviews with high school counselors and school personnel and a year of observations to study the institutional logics that govern their work and use inhabited institutional theory to study how time scarcity shaped how counselors interpreted these conflicting macro-level logics in their micro-level interactions. The counselors in this study developed patterns of practice that helped them manage this conflict, negotiating but eventually settling with nonideal strategies in the best way they could with the resources made available to them. Efforts to reject the efficiency model were met with pushback from school leaders and unintended consequences for counselors and students alike. The conflict inherent in their work left little room for the mental health or postsecondary counseling they expect and are trained to provide.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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