Chapter 12: Exploring How School Counselors Position: Low-Income African American Girls As Mathematics and Science Learners: Findings From Year Two Data

It has been well documented that African American and Latino students experience persistent underachievement in education over the past several decades (Aud et al., 2013). Additionally, test scores in mathematics and science despite evidence that the gender gap has narrowed (Aud et al., 2011; Ross, Scott, & Bruce, 2012). Some educational scholars have asserted that opportunities for African American and other culturally marginalized students are influenced by low-resourced schools (Kozol, 2005), teacher attitudes (McKown & Weinstein, 2008; Murray & Malmgren, 2005;Siddle-Walker, 1992), and school counselor referrals (Harley, Jolivette, Mc-Cormick, & Tice, 2002; Rose, 2007).

For African American girls, in particular, whether or not they are recommended for more challenging coursework in gifted or magnet programs during the middle and high school years (that often include advanced mathematics and science coursework), is dictated by teacher and/or counselor referrals at the elementary school level (Bonner, 2009). In particular, school counselors’ referrals for African American girls may be influenced by several factors. First, school counseling scholars have asserted that counselor–trainees exhibit stereotyping and bias in their attitudes toward marginalized students, including culturally diverse, immigrant, female, and LGBT (lesbian, gay, bisexual, and transgender) youth (Constantine & Gushue, 2005; Fisher, Matthews, Robinson Kurpius, & Burke, 2001). Second, while few researchers have explored the relationship between counselors’ anxiety about an academic domain (e.g., mathematics or science) and student educational outcomes, several scholars have investigated this issue among teachers in elementary and secondary schools (Effandi, Normalizam, Amalina, & Ayu, 2012; Gunderson, Ramirez, Bellock, & Levine, 2013). Finally, it has been stated that school counselors, themselves, are often marginalized within school settings and experience role confusion as well as lack empowerment within the school setting (Armstrong, MacDonald, & Stillo, 2010; West-Olatunji et al., 2010).