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Culturally Responsive School Counseling
The concept of culturally responsive teaching was first introduced by Ladson-Billings (1994). She identified three fundamental pillars to ensure that students were engaged in academically rigorous learning, were fully affirmed in their identities, and were equipped to dismantle systemic and structural inequalities, all with the goal of transforming society for the better. Ladson-Billings (1994) called upon educators to practice culturally responsive teaching. This pedagogy is grounded in the principle that students’ cultural references ought to be infused in all areas of teaching and learning so that students from all cultures have equity and access to education. In her 1994 book, The Dreamkeepers, Ladson-Billings defined culturally responsive [practitioners] as possessing these eight principles: (a) communication of high expectations, (b) active teaching methods, (c) practitioner as facilitator, (d) inclusion of culturally and linguistically diverse students, (e) cultural sensitivity, (f) reshaping the curriculum or delivery of services, (g) student-controlled discourse, and (h) small group instruction.
Foxx, S. P., Saunders, R., & Lewis, C. W. (2019). Race, Gender, Class and Achievement: A Culturally Responsive Approach to Urban School Counseling. Professional School Counseling.
Communication of High Expectations
A school counselor’s ability to communicate high expectations for students, whether around academic or social/emotional development, is critical for student success. When students are treated as competent, they are likely to demonstrate competence (Ladson-Billings, 1994). A school counselor who engages in culturally responsive counseling practices challenges students from varied backgrounds to reach the standards possible for them. Students of color should be receiving consistent messages that they will succeed.
Active Teaching Methods
Although school counselors may not serve in a direct teaching role, they do offer support services that rely on culturally responsive skills. School counselors who engage in active teaching methods are able to demonstrate a connectedness to all students and encourage a community of learners. School counselors meet the students where they are and help them to develop the necessary skills to participate in the construction of knowledge (Ladson-Billings, 1994).
Practitioner as Facilitator
School counselors are in the unique position to learn about students’ personal stories and cultural background. School counselors should act as consultants and advocates for the students, helping them to connect effectively their culture and community within the school environment (Ladson-Billings, 1994). Students are the experts in their own lives, and school counselors should let students tell their own stories and share their meaning.
Inclusion of Culturally and Linguistically Diverse Students
School counselors work with a diverse population of students. Students and families of color may make initial assessments of their acceptance within a school based on whether or not they see themselves in pictures and other visual representations. For all students to feel included, school counselors should use visual aids, pictures, and symbols of culturally diverse people (Shade et al., 2004). School counselors should engage in dialogue with parents, families, and community members about the issues that are important to them and include those individuals in school-wide activities, programs, and events.
Cultural Sensitivity
To maximize learning opportunities for students from diverse backgrounds, school counselors should work to know the cultures represented in their school buildings (if they do not already have such knowledge) and use this knowledge in their counseling practices and services (Ladson-Billings, 1994). The ASCA Ethical Standards supports the importance of cultural sensitivity by highlighting the need for school counselors to use only valid and reliable tests and assessments with concern for bias and cultural sensitivity (ASCA, 2016, A.13.a).
Reshaping the Curriculum or Delivery of Services
A comprehensive school counseling program is an integral component of the school’s overall mission, driven by student data (ASCA, 2019). School counselors can reshape and transform the program in a way that is culturally responsive to students from diverse backgrounds.
Student-Controlled Discourse
Although schools mandate particular courses for students to meet state requirements for graduation, students should be given the opportunity to control some portion of the courses into which they are placed. The lack of student diversity in advanced placement courses highlights the need for school counselors to critically examine their methods for placing students into certain courses and allow for students and families to take part in those decisions.
Small Group Instruction
Teachers who engage in culturally responsive methods identify their teaching as an art form rather than a technical skill (Ladson-Billings, 1994). These individuals are a part of the surrounding community and see teaching as a way to give back. School counselors should also adapt this mind-set and organize instructional groups in a low-pressure, student-controlled learning environment.
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