Integrating Culturally Responsive Group Work in Schools to Foster the Development of Career Aspirations among Marginalized Youth

ABSTRACT

Marginalized youth face many barriers in the development of career aspirations, despite the fact that career development training is a crucial part of school curricula and ethical mandates. This article provides a conceptual framework for the role of culturally responsive small-group work in promoting the development of career goals among students, especially marginalized youth. Small-group work serves as an effective approach for the facilitation of social well-being, social connectedness, and self-motivation as important aspects of career development. The authors conclude with key recommendations for improving the effectiveness of research on culturally responsive small-group work in schools.

KEYWORDS:

• Career development
• culturally responsive
• group work
• k-12 setting
• marginalized youth

Additional information

Notes on contributors

Tahani Dari

Dr. Tahani Dari is an Assistant Professor in the department of Counselor Education at the University of Toledo. Dr. Dari is a National Certified Counselor, Licensed Professional Counselor and K-12 Licensed School Counselor. She has experience serving as a school counselor for K–12 students and as a practitioner in various settings. Dr. Dari’s scholarly interests are focused on advancing topics in school counseling, conducting community-based participatory research, and working with and advocating for diverse client populations (particularly youth).

Christian D. Chan

Christian D. Chan (he, him, his), PhD, NCC is an Assistant Professor in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro. As a scholar-activist, his interests revolve around intersectionality; multiculturalism in counseling practice, supervision, and counselor education; social justice and activism; career development; critical research methodologies; and couple, family, and group modalities with socialization/communication of cultural factors.

Jessica Del Re

Jessica Del Re is a current Counselor Education and Supervision doctoral student at The University of Toledo (UT). Jess focuses her research on clinical supervision, dual diagnosis, and couples and family counseling. Jess is also a Licensed Professional Counselor (LPC) in Ohio and a National Certified Counselor (NCC) Jess serves as the secretary for the UT chapter of Chi Sigma Iota, a Board Member for the Northwest Ohio Counseling Association, and on the Awards Committee for the American Counseling Association. Jess was also recently named as an Emerging Leader for the North Central Association for Counselor Education and Supervision.