Exploring Equity and Access in Iowa Schools Through School Counselor–Principal–Teacher Collaboration

• In Event: Exploring the Role of School Counselors and Principals to Promote Equity and Inclusion in Schools

Abstract

Purpose
In this study, we sought to explore equity and access in PK-12 schools in Iowa through school counselor-principal-teacher collaboration and the roles of school counselors to support all students in CSC programs. We studied how school counselors, principals, and teachers perceive school counselor roles, responsibilities, and needs to promote comprehensive school counseling programs and ensure all students are supported.

Perspectives
Social Capital Theory (Leenders, 2014) (theoretical framework), and standards from ASCA and NPBEA (conceptual frameworks) guide our study. According to Leenders (2014), social capital can be achieved through sharing resources, building relationships, and developing social networks to work towards a common goal. ASCA’s National Model (2019) and NPBEA’s Professional Standards (2015) focus on leadership, equity, collaboration, and inclusive ways for school counselors and principals to work with school stakeholders to support all PK-12 students. These frameworks can guide school counselors and principals to collaborate to improve social capital and promote equity throughout schools (Authors, e).

Methods
In our mixed-methods study, participants completed one quantitative electronic survey via Qualtrics (Likert-scale, ranking-, multiple choice-based questions) and one optional interview. Survey items included questions regarding: demographic information, perceived efficacy of school counselors’ and their roles, collective efficacy perceptions of the school building, school counselors’ time allotment for tasks, and school climate and culture. We analyzed the data via descriptive statistics utilizing SPSS.
We conducted all interviews via web/video conferencing technology, and audio and/or video recorded the confidential interviews via Zoom. Interviews were transcribed via Zoom or Otter.ai. We analyzed the transcripts through an open-coding process followed by an axial coding process to identify emergent themes in the qualitative data (Saldaña, 2009).

Data Sources
Participants were recruited via e-mail from eight pre-selected participating school districts in one Midwest state, Iowa. Districts were chosen based on convenience of access to staff, and participants included school principals, school counselors, and teachers. The school districts represented include both rural and suburban school districts with mid to high poverty demographics.

Results
Based on interview data with four teachers, two principals, and two school counselors, the following themes emerged: School counselors’ roles in supporting all students vary, School counselor-principal-teacher collaboration to increase opportunities takes time, and Principals, teachers, and school counselors need joint professional learning opportunities to implement equitable, schoolwide comprehensive school counseling programs.
When evaluating initial data from one school district, 62% of the variance can be explained by the variables of race, gender average CE mean and average counselor role mean when self-efficacy is the dependent variable.

Scholarly Significance
In this study, we emphasize the importance of collaboration among principals, school counselors, and teachers to ensure equitable and inclusive practices are embedded in PK-12 schools. When making decisions to promote anti-racism in schools, school stakeholders should be mindful of the social-emotional, academic, personal, and career and college readiness needs of their students. With mindfulness of school counselors’ roles and responsibilities, principals and teachers can work together with school counselors for students to have equitable access to compressive school counseling resources (Gibson et al., 2022; Authors, e).
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Authors

• Rachel L. Geesa, Ball State University

• Rochelle Lea Maynard, Morningside University

• Sherri Barrow, Ball State University