HOW DO ARAB STUDENTS IN HIGHER EDUCATION INSTITUTIONS IN ISRAEL PERCEIVE THE ROLE OF SCHOOL COUNSELORS IN PROVIDING SUPPORT AND GUIDANCE DURING THE TRANSITION TO HIGHER EDUCATION, CAREER AND FUTURE PLANNING?

Soher Dris

Abstract


This study examined how Arab students in higher education in Israel understand the school counselors' role in supporting their academic, personal and professional development, specifically when transitioning from high school to higher education. It was important to research this to understand the effectiveness and relevance of high school counseling services provided in Arab communities, particularly with an eye to the expectations involved in advancing to subsequent academic stages amid academic pressures and uncertainty of future planning when entering higher education. The importance of this study will be its contribution to researchers in better understanding the social, cultural, and institutional contributions to how students conceptualize the efforts of a counselor when preparing and planning for postsecondary education. This qualitative study used semi-structured interviews with 40 Arab bachelor students from various academic disciplines. Thematic analysis as applied to the data revealed mixed perceptions of school counselors. For some students, there were positive reports of the school counselor's role in motivating students and providing personal guidance. Some students identified issues of cultural disconnection, disclosures of confidentiality and administrative overload in schools as setbacks. Social and cultural norms appeared to be the main reason for poor student-counselor relationships horizon. Recommendations for counselors include improvements in cultural competency, family involvement in the counseling process and better clarity around the role of the counseling in the school. The findings from this study not only have theoretical value for students and future discussions but also for the implementation of culturally responsive counseling models. The findings might also be of greater practical significance to advance educational equity when school systems improve school guidance practices that are culturally responsive to educational equity.

 

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Arab students, school counselors, higher education, Israel, guidance and counseling, cultural barriers, academic transition, career planning, educational equity, social norms, culturally responsive counseling, psychosocial support

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DOI: http://dx.doi.org/10.46827/ejpss.v8i2.2074

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