调查学校辅导员推荐与学生文化行为风格的关系

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.4.0454

Lauren Shure, Cirecie A. West-Olatunji, Blaire Cholewa

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引用次数: 3

摘要

摘要:尽管教育工作者和政策制定者做出了努力，但低收入的非裔美国学生在特殊教育和学科方面的不成比例仍然存在。通过多元文化咨询理论(MCT)的视角，本定量研究调查了学校辅导员根据学生的文化行为风格推荐学生进行高级干预和补救干预的可能性。结果表明，辅导员偏见可能会影响他们对特殊教育的建议。讨论了对学校辅导员实践和培训的建议。

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Investigating the Relationship between School Counselor Recommendations and Student Cultural Behavioral Styles

Abstract:Despite efforts made by educators and policymakers, disproportionality in special education and discipline persists for low-income, African American students. Through the lens of Multicultural Counseling Theory (MCT), this quantitative study investigated the likelihood of school counselors recommending students for advanced and remedial interventions based upon students’ cultural behavior styles. The results indicate that counselor bias may affect how they make recommendations for special education. Recommendations for school counselor practice and training are discussed.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.