Abstract/Details

Development and evaluation of the Student -Counselor Social Capital Instrument


2006 2006

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Abstract (summary)

The ASCA National Model for School Counseling Programs and the Education Trust's Transforming School Counseling Initiative indicate the importance of school counselors being heavily involved in eliminating disparities in achievement. Social Capital theory presents a rich framework for understanding how school personnel can reduce the achievement gap by serving as a source of resources for disadvantaged students. By providing resources that are not available in challenged families or communities, school counselors can empower students and help them succeed. Application of social capital theoretical constructs to school counseling practice and research is hampered by a lack of exact definitions and measurement instruments. Therefore, the purpose of this research is to develop and evaluate a theory based instrument. The School Counselor Social Capital Instrument applies five constructs from Coleman's social capital model to school counseling. Four hundred and twelve high school students took the survey. The scales proved to have high reliability, are related yet discriminable, and a three factor solution proved to be interpretable. Social Capital theory and the School Counselor Social Capital Instrument can help counselors become leaders, change agents, and advocates for the elimination of systemic barriers that impede academic success for all students.

Indexing (details)


Subject
Academic guidance counseling
Classification
0519: Academic guidance counseling
Identifier / keyword
Education, Achievement gap, Counselors, Social capital, Student-Counselor Social Capital Instrument
Title
Development and evaluation of the Student -Counselor Social Capital Instrument
Author
Harrity, James
Number of pages
98
Publication year
2006
Degree date
2006
School code
0118
Source
DAI-A 67/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542629778
Advisor
Carey, John
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3212732
ProQuest document ID
305303015
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305303015
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