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

2. 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

3. 30-Second Thoughts
Race
Class
Gender
Power

4. 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

5. Social Constructs
+/-POWER
Race
Class
Gender

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

7. 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?

8. 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.

9. 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

10. 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

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

12. Participants’ Household Incomes

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

14. 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

15. Where do we encounter constructed realities?
EVERYWHERE

16. Results

17. 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

18. 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

19. Themes with Quotes

20. 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.

21. 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.

22. 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.

23. Questions?

24. Contact Information
Dr. Chrystal L. Sailor Ladue Horton Watkins High School 1201 South Warson Road Saint Louis, Missouri (314)