Crumb, L., & Larkin, R. (2018). Creating a college-going culture for economically disadvantaged students through social justice counseling. Journal of Counselor Practice , 9 (2), 23-52. https://www.journalofcounselorpractice.com/uploads/6/8/9/4/68949193/crumb_[pubcopy].pdf
Crump and Larkin (2018) articulate theoretical views of social justice dwelling into the significance of raising awareness on the consciousness of sidelined groups, communities, and individuals. Concepts including access, equity, and action are articulated in great detail as per "social justice-oriented counseling." The topic analyzed by the authors is very significant towards closing the widening gap between economically advantaged students and those disadvantaged within the education environment. The issue serves as an essential element within the education sector towards intervening and establishing programs that have led to a higher growth among those succeeding in their academics. Crump and Larkin (2018) illustrate how experts within the education setting make use of the American Counseling Association Advocacy Competencies and the Multicultural and Social Justice Counseling Competencies, mainly while engaging individuals facing financial constraints.
Delegate your assignment to our experts and they will do the rest.
Strategically, the authors highlight on a reflective exploration of the way individual’s oppressions and privileges influence the dedication to campaign for students or individuals facing financial disadvantages. According to Crump and Larkin (2018), economically disadvantaged students from marginalized backgrounds are negatively affected by unbalanced biases in their schooling setting. As compared to students from well-to-do families, these individuals face numerous challenges, especially towards accessing even the most basic education experiences. It is by way of attaining necessary education skills and abilities that an individual can experience and achieve a college education. It is evident from the social structure that the attainment of a college education by economically disadvantaged student to experience an upward economic and social movement. Such will no doubt enhance one's economic and social well-being. The article is very vital towards embracing a holistic and strategic approach to addressing the disparity that exists in the school setting, especially those from economically challenged backgrounds. The author's approach and recommendations can play a significant role in advocating and setting the right path to helping financially disadvantaged students.
In the article, Crump and Larkin (2018) examine the access gap and equity for students who are economically disadvantaged in the face of the education setting towards promoting the college-going culture. By the use of and application of various concepts used by American Counseling Association Advocacy Competencies and the Multicultural and the Multicultural and Social Justice Counseling Competencies, the authors present approaches to encouraging a schooling culture among students faced with financial difficulties. Crump and Larkin (2018) argued that the most affected group are Hispanic and African American students due to poverty. For example, the authors point out that Latino high school and African American students recounted low expectation, poor relationship, negative attitude, weak curricula unsafe communities with instructors and counselors.
Crump and Larkin (2018) pointed out that three common ways help students access college; they include test score achievement, coursework needs, and grade points. According to a previous study, Crump and Larkin (2018) argued that students who score highly in tests and grades have a higher chance of graduating from college. The situation is unlike students who have low grades and are less rigorous. Crump and Larkin (2018) finalized that it is critical to engage individuals both economically disadvantaged and economically well-off to encourage them to attend college. It is also essential to engaging community partners, churches, parents, and colleges in the entire course. At the same time, counselors and learning institution personnel do have a unique interconnection with society-based organizations and institutions that can establish a significant relationship with students who are economically disadvantaged thus paving the way to college accessibility. The authors further reinforce that expanding awareness platforms that highlight social injustice is critical towards encouraging college-going culture, especially those who are economically challenged.
Mehan, H. (2015). In the front door: Creating a college-going culture of learning . Routledge. https://www.taylorfrancis.com/books/9781315633992
Mehan (2015) offers a critical exploration of the transformation, development, nature, and origin of the community and the government as it is presently and in the past. It further examines the social basis and class of the government and politics in diverse communal frameworks. Mehan (2015) emphasizes the primary relationship in expounding on the role of the government in a deeply stratified society by offering empirical and hypothesis approach towards the themes of political organization and globalization. At the same time, it emphasizes the events and subjects of the present-day towards making them appropriate and significant in today’s political system.
It is evident that students from minority groups in addition to low-income earning people have a sparse representation in the Americas school setting that encompasses universities and colleges. Mehan (2015) provides an extensive assessment of the education system, policies, and practices, strategies that attempt to correct the inequality existing in the present-day schooling system. From extensive research, Mehan provides and offers various methods as enacted and put in place across multiple school settings. The author analyses how institutions have implemented these practices that seek to implement strategies that encourage college-going culture among minority ethnic groupings.
Mehan’s book is based on a long term research work(s) that spans several years and in various communities, schools, and settings. Based on the 6-12 charter, Mehan provides for elaborate but expansive education disparities that discourage college-going culture, especially among ethnic minority groupings. The book is essential and serves a critical purpose within the education sector towards highlighting some of the crucial areas to focus on while encouraging students. The book is no doubt important towards providing essential contributions of line with the educational achievement that is missing within the education policy.
One of the most practical strategies for creating a college-going culture among ethnic minority groups is to reduce the education inequality by putting in place social policies and bridge the gap within the education setting. At the same time, Mehan (2015) argued that bringing forth gradual changes in student’s conduct and aspirations are critical towards involving them directly in learning affairs. On the other hand, Mehan proposes that bars of the iron age can be bent to present possibilities and opportunities for charter schools that will widen learning opportunities for minority students and communities. According to Mehan (2015), all public learning institutions have two primary responsibilities; education equity and academic excellence. By working towards achieving the two goals, education setting does play a vital role in encouraging enrollment by those students deemed marginalized. The education setting can also help in formulating reforms that will put more emphasis on excellence in academic instead of equity. Putting academic excellence at the forefront provides better opportunities for minority students plus other ethnicities to enroll and encourage others to adopt the college-going culture. The learning institutions, the state, and social organizations all have the responsibility towards supporting parents and churches to improve K-12 education both preparation and continuation. Conventional middle-level tiers also have a critical role in pushing relevant education policies that promote K-12 enrollment and continuation. Mehan stressed that the concept of instilling a college-going culture cannot be reserved within one aspect of the education, but should be a collective responsibility of all stakeholders.
References
Crumb, L., & Larkin, R. (2018). Creating a college-going culture for economically disadvantaged students through social justice counseling. Journal of Counselor Practice , 9 (2), 23-52. https://www.journalofcounselorpractice.com/uploads/6/8/9/4/68949193/crumb_[pubcopy].pdf
Mehan, H. (2015). In the front door: Creating a college-going culture of learning . Routledge. https://www.taylorfrancis.com/books/9781315633992
