Race, Class, Power, and the School Counselor Chrystal L. Sailor, Ph.D. Ladue Horton Watkins High School Missouri School Counselor Association Fall Conference- 2016

Objectives To examine the social constructs of race, class, and gender To explore the role of social constructs and their relationship to power To discuss significant themes from the research study on the educational experiences of African American mothers To recognize the influence of our own frames of reference within our professional roles

30-Second Thoughts Race Class Gender Power

This may sound so fanciful or fairytale like This may sound so fanciful or fairytale like. Just wishing all the kids were treated fairly regardless of their race. What difference does it make what my race or anything else is? - Patty

Social Constructs +/-POWER Race Class Gender

Constructed Realities: A Phenomenological Study of the Educational Experiences of African American Mothers

I am an African American woman and mother like you. The Inspiration I am an African American woman and mother like you. So why the ‘tude?

The Problem Academic disparities between White and Minority students are still an educational and social issue. Race, gender, and class are still salient to academic success and social mobility. Black mothers are a marginalized group and continue their strivings to be heard.

Theoretical Foundation Critical Race Theory Explores the salience of race on social systems (e.g. schools) Focuses on the experiences of marginalized populations (e.g. Black women/mothers) Allows for use of narrative/counter- narrative/counter-storytelling to explore and validate experiences

Internal and External Auditors Qualitative Research Phenomenology To explore and describe Black mothers’ educational experiences as both students and parents 7 county schools Purposeful Sampling - Black mothers with children enrolled in 10th, 11th, or 12th grade Internal and External Auditors Interviews Member Checks Reflexive Journal

Demographics Name Age Child’s Gender Child’s Grade / Birth Order Number of Children Teresa 35 F 12 1st 2 Yolanda 36 10 1st 1 Stella 38 11 1st 3 Patty 39 11 2nd Maria 41 M Tammy 42 Olivia 43 Angela 46 Charlie 51 Lena 58

Participants’ Household Incomes

Constructed Realities: A Phenomenological Study of the Educational Experiences of African American Mothers

What are constructed realities? Relative Truths Lived experiences with meanings attached Ways in which we make sense of our interactions within the culture/society/world

Where do we encounter constructed realities? EVERYWHERE

Results

Guiding Question #1 Race was a part of our everyday experiences THEMES Race was a part of our everyday experiences The people and institutions around us were meant to support us Resources make a difference Shaped by our parents’ involvement

Guiding Question #2 THEMES Race remains a part of our everyday experiences Benefitting from our supportive environments Resources make an even bigger difference Supporting our children and making our presence known We have a vision for our children

Themes with Quotes

Power Points Racism and inequality are a part of the daily life experiences of marginalized populations. It is necessary still to teach coping strategies for dealing with racism. Schools can be contentious societal institutions. The intersectionality of race and class impacts choice. Visibility and advocacy validate one’s race, class, and gender Counter-narratives can be powerful and affirming.

Participants wanted counselors to be… Available- to return calls and be willing meet with them Helpful- advocate for children regarding academic programming and enrichment opportunities Thoughtful- to think well of their children and to do well by them (the parents) Present- at meetings and when speaking with them Proactive- initiate communication and problem-solving Professional- approachable, knowledgeable, skillful, and just.

Implications For Counselors Be self-reflective often in your practice. Recognize personal biases and explore their impact on your professional decision-making. Make concerted efforts to build relationships with marginalized students and families. Explain your services and demonstrate your skills. Conduct a needs assessment and follow up. Engage in ongoing professional development.

Questions?

Contact Information Dr. Chrystal L. Sailor Ladue Horton Watkins High School 1201 South Warson Road Saint Louis, Missouri 63124 csailor@ladueschools.net (314) 983-5434