ERIC Number: EJ1234947
Record Type: Journal
Publication Date: 2019-Dec
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0164-775X
EISSN: N/A
A Framework for Social Justice Advocacy for Low Income and Economically Marginalized Gifted and Talented Students
Proctor, Sherrie L.; Guttman-Lapin, Danielle; Kendrick-Dunn, Tiombe
Communique, v48 n4 p1, 25-26, 28-29 Dec 2019
The purpose of this article is to demonstrate how to use a social justice advocacy framework to affect individual and systems-level change for students who live in low-income and economic marginalization (LIEM). The authors provide an in-depth discussion of all three levels of the American Counseling Association's (ACA; Toporek & Daniels, 2018) advocacy framework, highlighting direct and indirect social justice advocacy actions school psychologists can take to address an often neglected student population in the United States--LIEM gifted and talented (GT) students. School psychologists are encouraged to use the framework as a way to approach addressing other systemic barriers and issues, some of which were delineated in Parris et al. (2019).
Descriptors: Social Justice, Advocacy, Low Income Students, Academically Gifted, School Psychologists, Models, School Counseling, Delivery Systems
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A