ERIC Number: EJ1034675
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 91
A National Survey of School Counselors' Perceptions of Multiracial Students
Harris, Henry L.
Professional School Counseling, v17 n1 p1-19 2013-2014
A total of 1627 school counselors from all 50 states and the District of Columbia participated in a study designed to investigate their personal perceptions of multiracial individuals. Results indicated that school counselors held a wide variety of perceptions and those with 1 to 5 years of experience were more likely to believe that multiracial students experienced more academic and behavioral problems. Middle school counselors were more likely to believe that multiracial students have a more difficult time adjusting to society. School counselors who were unsure if cultural diversity and awareness programs were promoted in their school were also unsure if the physical appearance of multiracial students impacted how they racially identified themselves. Finally, school counselors in schools with a Very Diverse student body believed that multiracial students would experience fewer problems related to identity development if they lived in a diverse community. They also believed the problems experienced by multiracial students were related to identity conflicts.
Descriptors: School Counselors, Counselor Attitudes, National Surveys, Student Diversity, Multiracial Persons, Cultural Differences, Work Experience, Racial Identification, Gender Differences, Comparative Analysis, Individual Characteristics, Social Attitudes, Student Characteristics, Elementary School Teachers, Secondary School Teachers
American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: email@example.com; Web site: http://www.schoolcounselor.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education; Middle Schools
Authoring Institution: N/A