2007

Research has shown that when schools and parents work together in a cooperative relationship that promotes student success, student academic success as well as the student’s emotional health is improved (Brendel, 1998). However, it is important that information provided to parents is culturally congruent. When school counselors provide culturally competent services, parents are less likely to reject the parenting information they provide, or reject suggestions for intervention because of cultural inappropriateness (Holcomb-McCoy, 2000). This is especially relevant considering that while most school counselors are representatives of majority culture, the demographics of schools most often includes a majority of individuals from diverse populations (Lindsey, Robins, & Lindsey, 2002).

Culturally competent counselors continually seek out knowledge and information about client culture and work to develop culturally appropriate interventions and strategies (Sue, Arredondo, & McDavis, 1992). Furthermore, the American School Counselor Association (ASCA) Ethical Standards (2004) includes provisions that the school counselor is “sensitive to diversity among families” (B.1) and that the school counseling program must “advocate and affirm students from all backgrounds” (Preamble). To help school counselors gain essential awareness of important cultural parenting practices and knowledge of culturally appropriate interventions for parent education and consultation, we provide information about three cultural groups: Latino, African American, and sexual minority families.