And Still We Are Not Saved: Black Girls' Experiences With School Counselors

• In Event: School Counseling to Promote the Success of Black Youth: Critical Reflections on Theory and Praxis

Abstract

Objectives: The present study builds on the works of Owens et al. (2011), Moore et al. (2008), to understand Black girls high school experiences with school counselors. More specifically, this study incorporates the reflections of Black women who are in their first year, first semester of postsecondary education. As such, they are able to look back on the totality of high school to provide their insights, perceptions, and attitudes. Furthermore, the participants are providing insights in the context of the ASCA National Model which calls for school counselors to actively engage in leadership, advocacy, accountability, and social justice as a part of comprehensive school counseling (themes). More specifically, this study focused on the following research questions:
Research Question 1: How do Black girls interact with professional school counselors as a part of their high school experience?
Research Question 1a: How are these interactions reflective of the transformed role of school counselors?

Perspective(s) or Theoretical Framework: This study is guided by Critical Race Feminism (CRF; Wing, 1997). CRF provides a frame to understand the intersectional identities of Black girls who experience both racism and sexism differently than Black boys and white girls. CRF allows for critical examination of school experiences of Black girls while avoiding race and gender essentialism. Instead, CRF makes clear the multiple consciousnesses and layered reality that exists for Black girls as they navigate a racist, patriarchal society (Wing, 1997).

Methods, techniques, or modes of inquiry: As previously stated, the present study is part of a larger investigation of Black girls’ experiences in high school. Qualitative inquiry was chosen to provide depth of knowledge to the experiences of the participants. More specifically, a narrative approach was used to gather stories and experiences of the participants (Hays & Singh, 2012). These stories were analyzed using Interpretive Phenomenological Analysis (IPA; Smith, 1996), which allowed for detailed examinations of the liver experiences of participants on its own terms.

Results and/or substantiated conclusions or warrants for arguments/point of view: In keeping with IPA as a tool for data analysis, thick, in-depth descriptions are presented to illustrate the experiences of participants. These experiences were divided into five general categories, which include the three developmental domains for students as outlined by the ASCA National Model (2012). These which include (1) Role of School Counselors; (2) Academic Development; (3) Social/Emotional Development (4) Career Development; and (5) Desired Supports.

Scientific or scholarly significance of the study or work: The study identified and explored an array of experiences regarding Black girls in their high school experiences with school counselors. The five themes previously discussed were found to be salient in the ways that Black girls make meaning of and experience school counselors. Using a critical race feminism lens allowed for a deep examination of these experiences that are layered and inclusive of the multiple consciousnesses of Black girls. Findings from this study may help answer some larger questions like what research needs to be conducted concerning Black girls and school counselors? What training and professional development opportunities are needed to ensure the success of Black girls?

Author

• Renae D Mayes, The University of Arizona