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1 – 10 of 175Erik M. Hines, Desiree D. Vega, Renae Mayes, Paul C. Harris and Michelle Mack
The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the…
Abstract
Purpose
The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready.
Design/methodology/approach
This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options.
Findings
With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014).
Originality/value
Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.
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Holly Hungerford-Kresser and Amy Vetter
The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of…
Abstract
Purpose
The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability.
Design/methodology/approach
This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom.
Findings
The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms.
Research limitations/implications
Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts.
Practical implications
Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships.
Originality/value
There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.
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Kalinda R. Jones, Leah A. van Belle, Gary V. Johnson and Robert W. Simmons
President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career…
Abstract
Purpose
President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career potentials. However, by primarily defining CCR in terms of academic achievement, many of the previously mentioned policies ignore the varied college access skills needed to ensure successful preparation for, enrollment in, and graduation from postsecondary institutions.
Design/methodology/approach
This chapter explores the current definition of CCR represented in the Obama administration’s policies, while also expanding the definition to include missing policy pieces related to college access.
Findings
The underutilization of school counselors and classroom teachers as college access facilitators who can expand CCR for urban schools is addressed. The paper discusses recent Obama administration initiatives and recommendations for urban schools and higher education institutions.
Originality/value
The administration initiatives and recommendations recently put in place by the Obama administration for urban schools and higher education institutions, if integrated within urban schools, may facilitate the realization of one of President Obama’s educational reform goals of ensuring that every student graduates from high school well prepared for college and a career.
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Paul C. Harris, Janice Byrd, Hyunhee Kim, Miray D. Seward, Araya Baker, Alagammai Meyyappan, Deepika Nantha Kumar and Tia Nickens
The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity…
Abstract
The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.
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Erik M. Hines, James L. Moore, Renae D. Mayes, Paul C. Harris, Paul Singleton, Christian M. Hines, Chris J. Harried and Bobbi-Jo Wathen
Rural students encounter challenges such as the achievement gap; racial inequality; little or no college counseling; higher rates of poverty; limited accessibility to college…
Abstract
Rural students encounter challenges such as the achievement gap; racial inequality; little or no college counseling; higher rates of poverty; limited accessibility to college preparatory courses; and recruitment and retention of quality teachers. Moreover, Black males tend to experience the same issues; however, there is a dearth of literature around this population in rural areas. The authors describe the implications of the unique intersection of Black males in rural settings and discuss the unique challenges and opportunities presented. Specifically, academic achievement, college and career readiness, and access to employment and higher education for Black males are highlighted in this chapter. The authors provide recommendations on research and practice for educators to best serve Black males in rural settings.
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This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal…
Abstract
Purpose
This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education.
Design/methodology/approach
The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards.
Findings
An analysis of the standards’ comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets.
Originality/value
This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.
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Erik M. Hines, Paul C. Harris and Dwayne Ham
In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s…
Abstract
In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.
Danielle Filipiak and Limarys Caraballo
This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research…
Abstract
Purpose
This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar.
Design/methodology/approach
This study is a qualitative case study drawn from a larger, critical ethnographic study.
Findings
Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced.
Originality/value
This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.
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Joel R. Malin and Donald Hackmann
The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed…
Abstract
Purpose
The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation.
Design/methodology/approach
This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways.
Findings
The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms.
Originality/value
This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.
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