Dissertation/Thesis Abstract

Empowering Chicana/o and Latina/o students: A framework for high school counselors
by Padilla, Alejandro, D.Ed., California State University, Long Beach, 2014, 162; 3584962
Abstract (Summary)

Using Hipolito-Delgado and Lee's empowerment theory for the professional school counselor as a framework, this qualitative study explored the techniques employed by school counselors to facilitate the empowerment of Chicana/o and Latina/o students in large California urban high schools. The qualitative methodology included in-depth interviews using a semi-structured interview protocol and the collection of documents. The purposeful and snowball sample was comprised of 15 high school counselors (11 females and 4 males). The research questions for this study were: (1) How do high school counselors promote personal empowerment for Chicana/o and Latina/o students? (2) How do high school counselors promote community empowerment for the betterment ofChicana/o and Latina/o students? and (3) How do high school counselors engage in advocacy on behalf of Chicana/o and Latina/o students? The findings revealed that participants facilitated personal empowerment by consciousness raising, involving alumni, developing rapport and personal relationships with students, and by encouraging school and community involvement. Additionally, parent empowerment emerged as the overarching theme for promoting community empowerment. Last, the findings unveiled that through their role as social change agents, school counselors have the power to engage in advocacy on a student level, school level, and systemic level on behalf of Chicana/o and Latina/o students. This study significantly expands the scant research in the school counseling literature addressing the role school counselors take in promoting social justice on behalf of Chicana/o and Latina/o students. Recommendations from this study are offered for expanding this line of research in hopes of bringing attention to the need for Chicana/o and Latina/o student empowerment.

Indexing (document details)
Advisor: Scott, James
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/09(E), Dissertation Abstracts International
Subjects: English as a Second Language, Educational leadership, School counseling, Latin American Studies
Keywords: Chicana/o students, High school counselors, Latina/o students, Personal empowerment, Social justice
Publication Number: 3584962
ISBN: 978-1-303-99115-8
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