Deck 3: Social Justice, Advocacy, Collaboration, Leadership, and Systemic Change

Question 1

One of the primary aims of the No Child Left Behind Act (NCLB: 2002) is to:

A) provide funds to school districts to hire more school counselors.
B) eliminate state departments of education.
C) increase funding for underperforming schools.
D) decrease the racial achievement gap

Answer 1

D

Question 2

Research suggests that one contribution to the academic achievement gap between White and African-American students is that White students are more likely to:

A) have more opportunities to be involved in sports.
B) high quality instruction.
C) attend schools that have many computers.
D) receive special education services.

Answer 2

B

Question 3

Stephen and Lindsey (2011) define cultural destructiveness as:

A) the incorporation of various cultures within the curriculum.
B) the desire to eliminate any mention of cultures other than the dominant, majority culture within the school setting.
C) the incorporation of both English and Spanish in the curriculum.
D) physical aggression among the students of a particular cultural background.

Answer 3

B

Question 4

Stephen and Lindsey (2011) would characterize a teacher who believes that he or she treats all students alike as having:

A) cultural destructiveness.
B) cultural deficiency.
C) cultural blindness.
D) cultural recognition.

Question 5

Stephens and Lindsey (2011) would characterize who believes that the problems of minority students lie solely within themselves:

A) culturally destructive.
B) culturally deficiency.
C) culturally blind
D) culturally incapable.

Question 6

Social justice counseling has been defined as the intentional efforts to:

A) remove systems of oppression, inequity, inequality or exploitation of traditionally marginalized groups.
B) help minorities understand how they can mimic the dominant White culture.
C) help minority students learn to study more effectively.
D) reduce the size of the federal government.

Question 7

One suggested reason as to why school counselors are in an unique position to promote social justice within educational settings is that they have:

A) training in psychopathology.
B) the ability to conduct individual therapy.
C) the same amount of formal power as principals.
D) access to both formal and informal data.

Question 8

In the ASCA National Model (2012), student advocacy is defined as:

A) increasing students' awareness of how disparate power impacts their opportunities.
B) demanding that the principal remove teachers who exhibit over prejudice.
C) when school counselors directly intervene on the behalf of a student by identifying allies and implementing a plan.
D) the identification of a systemic barrier to achievement.

Question 9

In the ASCA National Model (2012), an example of student empowerment would be:

A) encouraging more minority parents to be involved in the school.
B) changing state regulations which contribute to the racial academic achievement gap.
C) helping a minority student understand how his negative self-concept is related to societal racism
D) informing the public about issues relevant to social justice.

Question 10

In the ASCA National Model (2012), an example of social/political advocacy would be:

A) encouraging more minority parents to be involved in the school.
B) mediating between a minority student and White teacher.
C) helping a minority student understand how his negative self-concept is related to societal racism
D) seeking to modify a state's laws regarding bullying prevention to specifically identify lesbian, gay, bisexual, and transgender (LGBT) as a group in need of protection

Question 11

According to the ASCA National Model (2012) a school counselor who analyzes and presents data to the school administrators that suggests minority students tend not to be enrolled in advanced classes is using which type of advocacy?

A) Student advocacy
B) student empowerment
C) Social/political advocacy
D) Public information advocacy

Question 12

According to the ASCA National Model (2012) a school counselor who uses small- and large-group instruction to facilitating students' understanding of their own culture and those of others is using which type of advocacy?

A) Student advocacy
B) Student empowerment
C) Social/political advocacy
D) Public information advocacy

Question 13

According to the ASCA National Model (2012) a school counselor who seeks to have a diverse group of parents on the school's advisory committee is using which type of advocacy?

A) Student advocacy
B) Student empowerment
C) School/community collaboration
D) Public information advocacy

Question 14

The ASCA National Model (2012) references four types of leadership. A school counselor who seeks to implement a comprehensive school counseling program is demonstrating which type of leadership?

A) Structural leadership
B) Human resource leadership
C) Political leadership
D) Symbolic leadership

Question 15

A school counselor who seeks to enhance his or her relationship with their administrator by understanding the administrator's vision for the school is demonstrating which type of leadership?

A) Structural leadership
B) Human resource leadership
C) Political leadership
D) Symbolic leadership

Question 16

A school counselor who seeks to demonstrate a high level of integrity by abiding by the standards of the school counseling profession, as exemplified in the ASCA National Model (2012) and ASCA Ethical Standards (2010), is demonstrating which type of leadership?

A) Structural leadership
B) Human resource leadership
C) Political leadership
D) Symbolic leadership

Question 17

A school counselor who helps a teacher identify the strengths of a minority student who is currently struggling academically is demonstrating which type of leadership?

A) Structural leadership
B) Human resource leadership
C) Political leadership
D) Symbolic leadership

Question 18

A school counselor who conducts a training for teachers regarding how Latino students approach to learning may differ from White students is demonstrating which type of leadership?

A) Structural leadership
B) Human resource leadership
C) Political leadership
D) Symbolic leadership

Question 19

Standards-blending involves:

A) educating parents about the school's curriculum.
B) encouraging minority students to enroll in advanced classes.
C) teaching math and reading in the same class.
D) the integration of specific core academic standards with school counseling mindsets in a culturally competent manner.

Question 20

Which of the following is an example of standards-blending?

A) Mediating between a minority student and White teacher.
B) Having students use a table or graph to present the results of informational interviews concerning career exploration.
C) Having students ask their parents for help with their homework.
D) Asking a principal to contribute funding to implement a comprehensive school counseling program.