Abstract
Culturally centered leadership is foundational in an effort to create and sustain a culturally affirming and antiracist school-wide culture. However, school counselors should not be solely responsible for ensuring faculty and staff are implementing related best practices and strategies. This chapter will explore how school counselors and school administrators can effectively address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in U.S. school settings. Several theoretical and conceptual frameworks to support counselors' and administrators' potential levels of impact to inform culturally affirming and antiracist professional practices are examined. Finally, the chapter concludes with best practices and effective strategies through a careful analysis of current research and other resources.
TopBackground
The historical year of 2020 has been characterized through the complexity of the COVID-19 pandemic and social injustice around the United States of America, all of which have served as a catalyst for many educational institutions to become reactive agents (Teach Plus, 2020). As a result, many teachers felt ill-prepared to teach students in a virtual environment and did not know where to begin discussing what countless number of people of color endured through social and racial injustices. School administrators have a critical role and direct impact on creating a culturally affirming and antiracist school wide culture that is centered on dismantling systemic oppression that has hindered many students of color from becoming successful in the classroom. As a result of this, these students are faced with many more challenges as adults in society. According to research, students of color encounter the criminal justice system more than their White counterparts (Barnes & Motz, 2018). To create an equitable learning environment where all students can thrive and maximize academic potential, culturally responsive school administrators must effectively collaborate with culturally responsive school counselors to “facilitate a positive school climate and nurture positive relationships with the community surrounding the school” (NAESP, n.d., p. 6). This chapter serves to provide practical strategies and best practices for school counselors and school administrators to become proactive in creating a school wide culturally affirming and antiracist school.
Key Terms in this Chapter
Leadership-Member Exchange Theory: It considers how relationships between a leader and their employees effect employees’ level of effectiveness and motivation to complete additional assignments/responsibilities.
System Leadership: A team comprised of principals and school counselors possessing essential qualities to create collective leadership within a school to bring about radical change.
Collaborative Leadership Theory: A leader who collectively works with other individuals within an organization to create an environment of shared responsibilities and decision making.
Instructional Rounds: A principal and school counselor deliberately attending faculty meetings at the department, content, and/or grade level to learn about what is occurring in the classroom and to provide teachers with support to improve teaching effectiveness.
Social Emotional Learning: The development of interpersonal skills to help students become socially adjusted and successful in school and home environments.
Strategic Plan: A school’s blueprint or road map comprised of its vision, mission, goals, objectives, and strategies designed to ensure all students’ learning needs are met.
Principal’s Leadership Council: A collaborative and shared leadership team comprised of the principal, assistant principals, school counselors, and/or department/content/grade level chairs charged to provide effective instructional leadership and ensure students’ learning needs are met.