1. Sabri Dogan Ph.D. Candidate Counselor Education The Ohio State University Dogan, 2016 EBSCC1

2.  Who we are Introduction Dogan, 2016 EBSCC2

3.   Conceptualizing Social Justice  Immigrants  School Counselors’ perceptions  Immigrant Students’ perceptions  Recommendations Agenda Dogan, 2016 EBSCC3

4.  What does it mean? Social Justice Dogan, 2016 EBSCC4

5.   Power  Privilege  Racism  Prejudice  Oppression  Intersectionality of Identities In order to Understand Social Justice Dogan, 2016 EBSCC5

6.  “A fundamental valuing of fairness and equity in resources, rights, and treatment for marginalized individuals and groups of people who do not share equal power in society” (Constantine et al., 2007, p. 24). Goes beyond multiculturalism to taking action Social Justice Dogan, 2016 EBSCC6

7.  “Living a good life is not just a personal responsibility but is a right that must be actively protected” (Lewis, 2011, p. 183). “Virtually all students can achieve at high levels and school counselors must be proactive leaders in closing the existing achievement gap” (House & Martin, 1998, p. 285). Dogan, 2016 EBSCC7

8.  The “achievement gap” is not as much an “achievement gap” as an “opportunity gap” What do you think? Dogan, 2016 EBSCC8

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11.   Critical Social Justice : Specific theoretical perspectives that recognize that society is divided and unequal in significant and far-reaching ways along social group lines that include race, gender, religion, sexuality, and ability.  Recognizes inequality as deeply embedded in the fabric of society and actively seeks to change this.  Critical : An intellectual skill of analysis as well as to a body of scholarship  Critical thinking: Think with complexity; to go below the surface when considering an issue and explore its multiple dimensions and nuances (p.1) Critical Social Justice (Sensoy & DiAngelo, 2012). Dogan, 2016 EBSCC11

12.  1.Personal/cultural knowledge 2.Popular knowledge 3.Mainstream academic knowledge 4.School or pedagogical knowledge 5.Transformative academic knowledge Types of Knowledge (James Bank, 2009) Dogan, 2016 EBSCC12

13.   School counselors: “Monitor and expand personal, multicultural and social justice advocacy awareness, knowledge and skills” (ASCA, 2012, E2. a). Ethical and Moral Obligation Dogan, 2016 EBSCC13

14.  Ongoing self-examination Sharing power Giving voice Facilitating consciousness raising Building on strengths Leaving clients with the tolls for social change Principles of Social Justice (Goodman et al., 2004) Dogan, 2016 EBSCC14

15.   First generation : Includes foreign born immigrants regardless of their age at arrival.  Second generation: Children of the first generation.  Third generation: Refers to individuals whose parents were born in the country where they reside. Immigrants Dogan, 2016 EBSCC15

16.  13% (41 million) of the U.S. population is foreign born. 1/5 children in the U.S. have at least one immigrant parent, and this figure will be more than one in three children by 2040. Soon there will not be any particular ethnic group that is more than 50% of the U.S. population (Crouch, Zakariya, & Jiandani, 2012; U.S. Census, 2014). Dogan, 2016 EBSCC16

17.  (1) Language difficulties (2) Academic issues (3) Racism and acculturation (4) Mental health issues (5) Limited educational and economic capital Challenges of Immigrant Students Dogan, 2016 EBSCC17

18.  Achievement gap 4 th grade: Proficiency or above in reading: 67% of non-ELL vs. 27% of ELL 8 th grade: Proficiency or above in reading: 75% of non-ELL vs. 29% of ELL 4 th grade level reading assessment: 36 points below 8 th grade level reading assessment: 44 points below (NCES, 2013). Academic Issues Dogan, 2016 EBSCC18

19.  Acculturation Dogan, 2016 EBSCC19

20.   Counseling and addressing the developmental needs of immigrant students is complex and challenging.  Language and cultural barriers School Counselors’ Perceptions Dogan, 2016 EBSCC20

21.   Bilingual counselors  Intercultural sensitivity  High ethnic tolerance  Previous multicultural training  Length of time in the field  High number of immigrant students What Work for School Counselors Dogan, 2016 EBSCC21

22.  School counselors are associated with:  Inappropriate or inadequate advisement  Lack of availability  Lack of individual counseling and attention  Low expectations or setting limits (Vela et al., 2013). Immigrant Students’ Perceptions Dogan, 2016 EBSCC22

23.  “I’ll be the first in my family to graduate from high school. College, I did not think about it really until the counselor said I should ” (Jodry, Robles-Pina, & Nichter, 2004, p. 28). Positive Interaction Dogan, 2016 EBSCC23

24.   Do I believe in social justice?  Vision is the key for success (Clark et al., 2013; Goh, et al., 2007). Practical Strategies Dogan, 2016 EBSCC24

25.   Awareness  Knowledge  Skills  Action Multicultural and Social Justice Counseling Competencies Dogan, 2016 EBSCC25

26.   Attitudes of school personnel toward immigrant students  Create a school climate that is safe, accepting, respectful, and appreciative Positive School Climate Dogan, 2016 EBSCC26

27.   Support from mainstream students  Mentorship programs Dogan, 2016 EBSCC27

28.  Higher graduation rate and lower dropout rate were found in schools that have:  Bilingual school counselors and teachers  Materials printed in and distributed in different languages  Latina/o club and activities (Clemente and Collinson, 2000; Cook et al., 2012). Utilizing Culturally Adequate Resources Dogan, 2016 EBSCC28

29.   Educate teachers, administrators, and other school staff  Create a strength-based school counseling model (Clark et al., 2013; Mitchell & Bryan, 2007).  Establish an advocacy role that would enable you to serve as a consultant (Esquivel & Keitel, 1990). Dogan, 2016 EBSCC29

30.  Is typically manifested by many good-hearted, well-meaning school counselors who are commonly viewed as being “nice” people to be around and to work with in school settings. They consistently strive to promote harmony with others while avoiding and deflecting interpersonal conflicts in the school settings. Nice Counselor Syndrome (Bemak & Chung, 2008) Dogan, 2016 EBSCC30

31.   Importance of family engagement  Bilingual staff or translators  School systems  Grading  Course and credit system, AP classes  After school programs  College application  Sending letters/invitations in home language  What school counseling is about Dogan, 2016 EBSCC31

32.  Bilingual/bicultural parents who know the community very well Mentor-Parents Dogan, 2016 EBSCC32

33.   Be careful applying interventions or theories informed based on the dominant-culture norms.  In-group differences Dogan, 2016 EBSCC33

34.  Dogan, 2016 EBSCC34