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ERIC Number: EJ1062933
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 42
White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling
Moss, Lauren J.; Singh, Anneliese A.
Journal of School Counseling, v13 n5 2015
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts.
Descriptors: Whites, School Counselors, Minority Group Students, Racial Differences, Counselor Training, Graduate Students, Racial Bias, Racial Factors, Racial Identification, Identification (Psychology), Cultural Influences, Social Justice, Critical Theory, Race, Advocacy, Counseling Techniques, Vignettes
Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: firstname.lastname@example.org; Web site: http://jsc.montana.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A