Date of Award
Spring 4-16-2020
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
James Therrell, Ph.D.
Second Advisor
Catherine Gniewek, Ed.D.
Third Advisor
Ray Francis, Ed.D.
Abstract
This qualitative case study explored the perspective of school counselors and how they support African American middle school girls through their SEL challenges. School counselors play a key role in the development of socio-emotional learning (SEL) for all students. SEL supports academic achievement, behaviors, and positive relationship development. Despite success with SEL, socio-emotional gaps remain in the areas of age, gender, and race. In response to addressing these gaps, this study focused on SEL challenges that impact African American middle school girls and how school counselors support them through these challenges. Data for this study was collected through individual interviews and a focus group discussion with school counselors from traditional middle schools in the state of Virginia. The researcher used purposeful sampling to select 6–8 school counselors that worked directly with African American middle school girls. The findings generated three major themes: (a) develop strong rapport, (b) understand SEL challenges, and (c) effective methods of delivery. These findings support how school counselors help guide African American middle school girls through SEL challenges. This study provided results that could be utilized to further research on SEL.