Running Head: SOCIAL JUSTICE PHILOSOPHY

Social Justice Philosophy in the School Counseling Profession Katherine Parker Seattle University 5/14/12

SOCIAL JUSTICE PHILOSOPHY Social Justice Philosophy in the School Counseling Profession A focus on social justice in the school setting is vital to the success of many students. As bullying is on the rise, low rates of English Language Learners (ELL) are attending college, and the achievement gap still exists, there is a need for social justice to support these marginalized groups. Whereas equal opportunity and human rights are applicable to everyone, social justice targets the marginalized groups of people in societyit focuses on the disadvantaged (Holcomb-McCoy, 2007). A school counselors responsibilities and goals are interwoven with a social justice focus. I believe school counselors are called to support and value every student based on principles of equity and equality. Because equality is not received the same by all students, equity is necessary. Bound by the ethical codes of our profession, school counselors strive to offer equality that is attainable to all students through quality education, necessary resources and social/emotional support. Advocacy on many levels may be required to support students as well as empowering them to advocate for their own rights. Every student has a right to a quality education and a supportive school environment. Equity vs. Equality It is important to assess and be aware of the individual needs of each student. All students enter the school setting with different backgrounds and different resources available to them. Some may have parents that are guiding them through the college application process. Others may not know the deadlines or the reason for taking the Standardized Achievement Test

(SAT). Students with learning or physical disabilities need certain supports in place to reach their goals and minimize any barriers to success. Advocacy requires us to give some individual students more help to right an injustice against them, improve this condition, or provide an opportunity (Dahir and Stone, 2012, p.134).

SOCIAL JUSTICE PHILOSOPHY Advocacy on Many Levels There are many different ways a school counselor can advocate for a student. Starting at the individual level, school counselors can support students social and emotional issues such as low self-esteem, family, culture or friendships. Equipping students with tools to cope with stressors in their life, free them up to pursue their goals. Focusing on the insecurities in students that feed the need for power may decrease bullying incidences. Self-advocating is another tool school counselors can offer students, helping them be aware of injustices and stand up for themselves. On a system/institutional level, providing career guidance lessons to every student ensures all students have the necessary information and resources to pursue college, if they

choose. Also, critically looking at policies and procedures to assess if they are in the best interest of all students, addresses institutional oppression. Oppression may be occurring if policies are putting certain students at a disadvantage, such as charging a fee for an event without offering financial aide. I was in high school when a friend of mine was not able to attend a band event because her family could not afford the cost of the transportation. This was devastating to her as she had practiced and prepared for her part in the music event. Social advocacy implies questioning the status quo, challenging the rules and regulations that deny student access, protesting changes . . . that decrease opportunities for the under-represented (Dahir and Stone, 2012, as cited in Osborne et al., 1998, p. 201). School Climate Addressing attitudes of oppression is another way to advocate for students rights. This individual dimension of oppression can be address by creating a positive school climate, a community, working together for the greater good. Establishing school norms that value

SOCIAL JUSTICE PHILOSOPHY diversity, working together and eliminate isolation may decrease oppressive behaviors such as bullying. As Lott, 2002, states, it is powerthat enables one to discriminate. When students have power, they need to learn what to do with it. Teaching them through guidance lessons and

all school expectations to value each other and recognize oppression, will aid them in using their powerful position for the greater good. To address social/cultural oppression, all staff and leadership of the school should model norms, patterns and values that support diversity. By examining how we are disadvantaged as well as looking at the privileges we have, we can develop empathy for individuals different from ourselves and create a basis for alliances(Adams, 2010, p.377). Asking ourselves, how do we as adults perpetuate the norms and beliefs about difference in our school? Do we model a need for power and privilege? A staff that is self-aware of their biases is an important first step to establishing just norms. If you have power and privilege if can be dehumanizing and lose sight of the needs of others (Adams, 2010, p. 381). Conclusion In conclusion, a large focus of a school counselor is social justice. We have a responsibility to do what is within our power to provide equal opportunities for all students. In order to avoid burnout, it is important to pick the issues we advocate for wisely and work in community, not in isolation. When in a position of power, a school counselor should continue to ask the question, what is my motivation for taking this action? Is it to benefit the students or is someone else benefitting from the decision? Fostering a sense of belonging in our schools is essential to create a cohesive school population that is willing to give up their privilege and strive for equality. Helping students have empathy and care for the oppressed when they have privilege, is a goal I intend to address as a school counselor.

SOCIAL JUSTICE PHILOSOPHY

References Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2010). Readings for diversity and social justice (2nd ed.). New York: Routledge. Dahir, C. A., & Stone, C. B. (2012). The transformed school counselor. Belmont, CA: Brooks/Cole. Lott, B. (2002). Cognitive and behavioral distancing from the poor. American Psychologist, 57(2), 100-110.