We describe a parent empowerment model focused on how school counselors
facilitate empowerment of parents, especially marginalized parents, to support
and advocate for their children. Based on Young and Bryan’s school counselor
leadership framework, the parent empowerment model was designed to guide school
counselors in developing programs that help marginalized parents become actively
involved in their children’s education. We present school counselor leadership
practices that foster empowerment for marginalized parents with an example case
vignette and discuss implications for school counseling practices.
Alameda-LawsonT.LawsonM. A. (2016). Ecologies of collective
parent engagement in urban education. Urban
Education, 33, 1–36.
doi:10.1177/0042085916636654
2.
AmateaE.West-OlatunjiC. (2007). Joining the conversation
about educating our poorest children: Emerging leadership roles for school
counselors in high-poverty schools. Professional
School Counseling, 11,
81–89.
doi:10.5330/PSC.n.2010-11.81
3.
BallA. (2014). The Parent/Guardian
Empowerment in Schools Scale. Families in Society:
The Journal of Contemporary Social Services, 95,
92–99.
doi:10.1606/1044-3894.2014.95.12
4.
Baquedano-LópezP.AlexanderR. A.HernándezS. J. (2013). Equity issues in parental
and community involvement in schools: What teacher educators need to
know. Review of Research in Education,
37, 149–182.
doi:10.3102/0091732X12459718
5.
BemakF.ChungR. C. Y.Siroskey-SabdoL. A. (2005). Empowerment groups for
academic success: An innovative approach to prevent high school failure for
at-risk, urban African. Professional School
Counseling, 8,
377–389.
6.
BolívarJ. M.ChrispeelsJ. H. (2011). Enhancing parent leadership
through building social and intellectual capital.
American Educational Research Journal, 48,
4–38.
doi:10.3102/0002831210366466
7.
BryanJ. (2005). Fostering educational
resilience and achievement in urban schools through school–family–community
partnerships. Professional School
Counseling, 8,
219–227.
8.
BryanJ.HenryL. (2012). A model for building
school–family–community partnerships: Principles and
process. Journal of Counseling &
Development, 90,
408–420.
doi:10.1002/j.1556-6676.2012.00052.x
9.
BryanJ.YoungA. A. (2017). The School Counselor
Involvement in Partnerships Survey: A confirmatory factor analysis and
discriminant validity study. Unpublished
manuscript.
Chen-HayesS. F.OckermanM. S.MasonE. C. M. (2013). 101 solutions for school counselors
and leaders in challenging times. Thousand Oaks,
CA: Corwin
Press.
12.
CochranM.DeanC. (1991). Home-school relations and
the empowerment process. The Elementary School
Journal, 91,
261–269. doi:10.1086/461653
13.
CooperM. (2009). Counselling in UK secondary
schools: A comprehensive review of audit and evaluation
data. Counselling and Psychotherapy Research,
9, 137–150.
doi:10.1080/14733140903079258
14.
DegadoR.StefancicJ. (2012). Critical race theory: An
introduction (2nd ed.). New
York: New York University
Press.
15.
Delgado-GaitanC. (1991). Involving parents in the
schools: A process of empowerment. American Journal
of Education, 100,
20–46. doi:10.1086/444003
16.
DitranoC. J.SilversteinL. B. (2006). Listening to parents’
voices: Participatory action research in the schools.
Professional Psychology: Research and Practice,
37, 359–366.
doi:10.1037/0735-7028.37.4.359
17.
DollarhideC. T. (2003). School counselors as program
leaders: Applying leadership contexts to school counseling.
Professional School Counseling, 6,
304–308.
18.
DollarhideC. T.GibsonD.SaginakK. (2008). New counselors’ leadership
efforts in school counseling: Themes from a year-long qualitative
study. Professional School Counseling,
11, 262–271.
doi:10.5330/PSC.n.2010-11.262
19.
DollarhideC. T.SmithA.LembergerM. (2007). Critical incidents in the
development of supportive principals: Facilitating school
counselor-principal relationships. Professional
School Counseling, 10,
360–369.
doi:10.1177/2156759X0701000409
20.
Dotson-BlakeK. (2010). Learning from each other: A
portrait of family-school-community partnerships in the United States and
Mexico. Professional School Counseling,
14, 101–114.
doi:10.5330/prsc.14.1.e1v4q1r65t585048
21.
Dotson-BlakeK.FosterV.GressardC. (2009). Ending the silence of the
Mexican immigrant voice in public education: Creating culturally inclusive
family-school-community partnerships. Professional
School Counseling, 12,
230–239.
doi:10.5330/PSC.n.2010-12.230
22.
FannA.McClafferty JarskyK.McDonoughP. M. (2009). Parent involvement in the
college planning process: A case study of P-20
collaboration. Journal of Hispanic Higher
Education, 8,
374–393.
doi:10.1177/1538192709347847
23.
GreenA.KeysS. (2001). Expanding the developmental
school counseling paradigm: Meeting the needs of the 21st century
student. Professional School Counseling,
5, 84–96.
24.
GriffinD.GalassiJ. (2010). Parent perceptions of
barriers to academic success in a rural middle school.
Professional School Counseling, 14,
87–100.
doi:10.5330/prsc.14.1.9301852175552845
25.
HenryL. M.BryanJ.ZalaquettC. P. (2017). The effects of a
counselor-led, faith-based, school–family–community partnership on student
achievement in a high-poverty urban elementary school.
Journal of Multicultural Counseling and Development,
45, 162–182.
doi:10.1002/jmcd.12072
26.
Hipolito-DelgadoC.LeeC. (2007). Empowerment theory for the
professional school counselor: A manifesto for what really
matters. Professional School Counseling,
10, 327–332.
doi:10.5330/prsc.10.4.fm1547261m80x744
27.
Holcomb-McCoyC. (2010). Involving low-income parents
and parents of color in college readiness activities: An exploratory
study. Professional School Counseling,
14, 115–124.
doi:10.5330/prsc.14.1.e3044v7567570t04
28.
Holcomb-McCoyC.BryanJ. (2010). Advocacy and empowerment in
parent consultation: Implications for theory and practice.
Journal of Counseling & Development,
88, 259–268.
doi:10.1002/j.1556-6678.2010.tb00021.x
29.
Hoover-DempseyK. V.WalkerJ. M.SandlerH. M.WhetselD.GreenC. L.WilkinsA. S.ClossonK. (2005). Why do parents become
involved? Research findings and implications. The
Elementary School Journal, 106,
105–130. doi:10.1086/499194
30.
JasisP. M.Ordoñez-JasisR. (2004). Convivencia to empowerment:
Latino parent organizing at La Familia. The High
School Journal, 88,
32–42.
doi:10.1353/hsj.2004.0023
31.
JasisP. M.Ordoñez-JasisR. (2012). Latino parent involvement:
Examining commitment and empowerment in schools.
Urban Education, 47,
65–89.
doi:10.1177/0042085911416013
32.
KimJ.BryanJ. (2017). A first step to a conceptual
framework of parent empowerment: Exploring relationships between parent
empowerment and academic performance in a national sample.
Journal of Counseling & Development,
95, 168–179.
doi:10.1002/jcad.12129
Lopez-BaezS. I.PayloM. J. (2009). Social justice advocacy:
Community collaboration and systems advocacy.
Journal of Counseling & Development,
87, 276–283.
doi:10.1002/j.1556-6678.2009.tb00107.x
35.
McMahonH.MasonE. C. M.PaisleyP. (2009). School counselor educators
as educational leaders promoting systemic change.
Professional School Counseling, 13,
116–124.
doi:10.5330/PSC.n.2010-13.116
36.
McWhirterE. H.HackettG.BandalosD. L. (1998). A causal model of the
educational plans and career expectations of Mexican American high school
girls. Journal of Counseling Psychology,
45, 166–181.
doi:10.1037/0022-0167.45.2.166
37.
MitchellN. A.BryanJ. (2007). School-family-community
partnerships: Strategies for school counselors working with Caribbean
immigrant families. Professional School
Counseling, 10,
399–409.
doi:10.5330/prsc.10.4.m30u883238642703
38.
NealJ. W.ChristensB. D. (2014). Linking the levels: Network
and relational perspectives for community psychology.
American Journal of Community Psychology,
53, 314–323.
doi:10.1007/s10464-014-9654-2
39.
NogueraP. A. (2002). Beyond size: The challenge of high
school reform. Alexandria, VA:
Association for Supervision and Curriculum
Development.
40.
RattsM. J.HutchinsA. M. (2009). ACA advocacy competencies:
Social justice advocacy at the client/student level.
Journal of Counseling & Development,
87, 269–275.
doi:10.1002/j.1556-6678.2009.tb00106.x
41.
RattsM. J.SinghA. A.Nassar-McMillanS.ButlerS. K.McCulloughJ. R.Hipolito-DelgadoC. (2015). Multicultural counseling and
social justice counseling competencies. Alexandria,
VA: Association of Multicultural Counseling
and Development. doi:10.1002/jmcd.12035
42.
ShillingfordM.LambieG. (2010). Contribution of professional
school counselors’ values and leadership practices to their programmatic
service delivery. Professional School
Counseling, 13,
208–217.
doi:10.5330/PSC.n.2010-13.208
43.
SpeerP. W.HugheyJ. (1995). Community organizing: An
ecological route to empowerment and power. American
Journal of Community Psychology, 23,
729–748.
doi:10.1007/BF02506989
44.
Stanton-SalazarR. D. (2011). A social capital framework
for the study of institutional agents and their role in the empowerment of
low-status students and youth. Youth &
Society, 43,
1066–1109.
doi:10.1177/0044118X10382877
45.
ToumbourouJ. W.GreggM. E. (2002). Impact of an
empowerment-based parent education program on the reduction of youth suicide
risk factors. Journal of Adolescent Health,
31, 277–285.
doi:10.1016/S1054-139X(02)00384-1
46.
Van VelsorP.OrozcoG. (2007). Involving low-income parents
in the schools: Community centric strategies for school
counselors. Professional School Counseling,
11, 17–24.
doi:10.1177/2156759X0701100103
47.
WarrenM. R.HongS.RubinC. L.UyP. S. (2009). Beyond the bake sale: A
community-based relational approach to parent engagement in
schools. Teachers College Record,
111,
2209–2225.
48.
YoungA.BryanJ. (2015). The school counselor
leadership survey: Instrument development and exploratory factor
analysis. Professional School Counseling,
19, 1–15.
doi:10.5330/2156759X1501900104
49.
YoungA.DollarhideC. T.BaughmanA. (2015). The voices of school
counselors: Essential characteristics of school counselor
leaders. Professional School Counseling,
19, 36–45.
doi:10.5330/1096-2409-19.1.36
50.
YoungA. A.MillardT.Miller KnealeM. (2013). Enhancing school counselor
instructional leadership through collaborative teaming: Implications for
principals. NASSP Bulletin,
97, 253–269.
doi:10.1177/0192636513483356
