Abstract
The thought of dismantling racism and bias in schools can leave school counselors in a state of despair because this task may seem daunting, overwhelming, and even impossible. The purpose of this chapter is to equip school counselors, school counselor educators, district supervisors, and school counselor trainees with tools that will empower them to serve as change agents and advocates for equity and inclusion with schools. In this chapter, the authors seek to discuss the school counselor's role and provide a social justice framework for dismantling racism and bias in schools.
TopIntroduction
School counselors have an ethical obligation to strive to dismantle racism, address bias, and foster inclusive learning environments for all students. Thus, it is imperative that school counselors strategically address inequities and discriminatory practices that ostracize, exclude, and devalue students from underserved communities. While school counselors are in a unique position to lead this effort, many may feel unprepared and overwhelmed when attempting to address the complex systemic oppression that exists within their schools. Within this chapter, the authors’ mission is to equip school counselors, school counselor educators, site supervisors, district supervisors, and school counselor trainees with a guide for incorporating a social justice framework to dismantle racism and bias in schools. To accomplish this overall mission, the authors invite readers to:
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Engage in self-reflection to acknowledge how biases impact personal and professional interactions with others different from ourselves.
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Outline the school counselor’s role in eliminating racism and bias in schools as indicated by the American School Counselor Association (ASCA) ethical standards, ASCA Professional Standards and Competencies, and applicable position statements.
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Identify examples of racism and bias that occur within schools.
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Understand how racism and bias negatively impact students and overall school environments.
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Explore how school counselors can implement a social justice framework within their schools.
It is the authors’ hope that these objectives will increase readers’ awareness of racism and bias in schools and ignite an urgent desire to engage in intentional advocacy efforts to dismantle its practice.
TopBackground
Getting to Know Me, Myself, and I: The Power of Self-Reflection
Looking in the mirror can provide one with an honest and unfiltered reflection of himself. Although this seems like a simplistic task, one must exercise a degree of courage to study his reflection and identify areas of strength and growth as well as imperfections. This process parallels the counseling process in many ways. Through the practice of self-reflection, individuals can better understand their worldview and identify the influential factors that are instrumental in constructing it. The authors invite the readers to take a moment to review the reflection questions below. The readers should think about each question in detail as they take an honest assessment of their thoughts, experiences, and perceptions related to racism and bias. Finally, the readers should write their answers in a journal or engage in a dialogue with a classmate, family member or friend.
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When you think back on your childhood and adolescent years, what messages did you receive about individuals who were of a different race or ethnicity?
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When you think back on your childhood and adolescent years, did you receive more messages about one race or ethnicity over another?
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Now that you are an adult, have your life experiences confirmed or disproved the messages that you heard during your childhood and adolescent years?
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Do you find that you make judgements about others based on race or ethnicity?
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Have you ever considered race or ethnicity in some way when making life decisions such as choosing friends, engaging in dating relationships, selecting an educational institution, accepting a job offer, or living in a neighborhood?
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Do you think that racism and bias exist today?
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Have you ever experienced racism or bias?
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Do you think it is your responsibility to address racism and bias?
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Have you ever missed an opportunity to speak up when witnessing racism or bias? If so, who or what stopped you?
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Do you find yourself constantly speaking up when witnessing racism or bias? If so, who or what motivates you?
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Imagine if you were of a different race or ethnicity. What would life be like for you? Do you perceive that some things would be easier for you? Would some things be more difficult?
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How do your answers to these reflection questions impact your work as school counselor or other helping professional?
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Imagine a school where racism and bias do not exist. What would that be like for students and school personnel?
Key Terms in this Chapter
White Fragility: Feelings of discomfort, sensitivity, resistance, or defensiveness a White person experiences when discussing racism and other forms of injustice against marginalized or minority groups.
Systemic Racism: A form of racism in which individuals from minority or marginalized groups are discriminated against within societal systems, structures, or institutions, such as education, employment, housing, criminal justice, or politics.
Racism: An action that occurs when a majority group demonstrates bias, prejudice, and/or discrimination to oppress minority or marginalized ethnic or racial groups.
Inclusion: The intentional act of including individuals from diverse backgrounds, valuing their cultural characteristics, and fostering equitable opportunities.
Microaggressions: Unintentional (or intentional) commonplace or routine statements, behaviors, and interactions that discriminate against members of minority or marginalized groups.
Implicit Bias: Unconscious attitudes and beliefs that individuals have about others that cause them to unintentionally demonstrate acts of bias, prejudice, or racism.
Anti-Racism: The intentional practice of confronting and dismantling racism and embracing equity, access, and multiculturalism.