The Influence of Perceived Poverty on School Counselor Perception

• In Event: Breaking the Mold of Tradition: A Broader View of Diversity

Abstract

Goals and Objectives
This study brings focus to the influence of perceived student social class on school counselor ratings of student attraction and disturbance: two important indicators of how counselors conceptualize clients (Tryon, 1999; Tryon, Blackwell, & Hammel, 2007). Drawing on the theories of emancipatory communitarianism (Prilleltensky, 1997) and Modern Classism Theory (Liu, et al., 2004) strategies, techniques, skills designed to overcome personal bias and practice social class competent school counseling are discussed.

Perspective(s) or Theoretical Framework
Issues of social class are a frequent topic in school counseling literature. Professional codes and standards (American School Counselor Association [ASCA], 2005; Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2001) abound with references to the underprivileged, poverty, socioeconomic indicators, and achievement gaps. Much of the empirical evidence relating to social class and school counseling has relied on data gleaned from student self-reported experiences or developmental outcomes (Ackerman, Brown, & Izard, 2004; Rosenbloom & Way, 2004). The impact of social class on the school counseling relationship or the inclusion of social class constructs as variables of cultural competence is missing from this body of literature (Holcomb-McCoy, 2004; Liu, Fridman, & Hall, 2008).

Methods
This on-line analog study presented 173 practicing school counselors with 1 of 4 case scenarios depicting a student new to their school. Each scenario manipulated 1 of 2 levels of the independent variables, which were perceived poverty and academic achievement.

Results
Main effects indicate that participants rated students as more attractive counseling participants when they are perceived as poor and/or strong academic performers. The variables perceived student poverty status and academic achievement were found to account for 5.2% and 3.9% respectively of the variance in school counselor perceptions of client attractiveness.

Scholarly Significance and Implications
This study suggests that there is a relationship between school counselor perceptions of student poverty status and academic preparation and their attraction to working with students. The school counseling relationship is unique in that it is not always defined by intake appointments or a set schedule (Hazler, 2008). Instead, students may meet the counselor via referral, for reasons unknown to them, or serendipity (e.g., in the hallways). This relationship flux necessitates an understanding of relational attraction because of these multiple points of contact, contexts, and avenues in establishing a counseling relationship. By understanding their attraction biases, school counselors can enhance their own work with students while making any adjustments necessary to ensure equitable delivery of services to all students. Implications for school counselors and further research are discussed.

Author

• Brian Hutchison, University of Missouri