In this study, the authors examined the extent to which the number and percentage of female faculty members employed full-time and part-time at Texas community colleges had changed from 2000 to 2006. Both the absolute number and percentage of female faculty members employed full-time and employed part-time had significantly increased over this 7 year time period. Females comprise more than half of the community college faculty members in the State of Texas. Implications of these findings for faculty diversity are discussed.
What level of education and training is essential for beginning school psychologists to provide competent psychological services? Empirical data are needed to assist in making the decision of master's, specialist's or doctoral degree as entry level training for school psychologists.
Addressed in this investigation was a comparison of Algebra I End-of-Course exam performance between Hispanic girls who were at-risk and Hispanic girls who were not at-risk in the 2016–2017, 2017–2018, and 2018–2019 school years. The dependent variables investigated in this study were Hispanic girls performance in the Approaches Grade Level standard, the Meets Grade Level standard, the Masters Grade Level standard, and raw score on the Algebra I End-of-Course exam. Inferential statistical procedures yielded statistically significant differences in all three school years for Hispanic girls who were at-risk. In all three school years, Hispanic girls who were at-risk failed to meet each of the three grade level standards at statistically significantly lower rates than Hispanic girls who were not at-risk. In raw score comparison, Hispanic girls answered more than 11 items, on average, less correctly than Hispanic girls who were not at-risk. Implications and recommendations for future research were made.
In this study, differences in reading and mathematics performances based on principal longevity at the same campus were examined.Data were obtained from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) surveys in which information was collected from parents, teachers, and principals.Data were collected from 9,196 campuses across the United States.For purposes of this investigation, information from only the principal component of the ECLS-K was analyzed.For both reading and mathematics, inferential analyses revealed the presence of statistically significant differences based on principal tenure.Students at campuses where principals had six or more years of experience at that campus had statistically significantly higher average reading and mathematics performance than at campuses where principals had less than six years of experience at that campus.School district officials responsible for principal assignment and transfer may consider these findings when making decisions about changing principal's placement.
This study was conducted to determine the degree to which differences were present in the distribution of Guidance Counseling Services dollars spent per student at the elementary, middle, and high school levels for the 2009-2010 through the 2018-2019 school years in Texas. Texas statewide data were obtained from the Texas Education Agency Public Education Information Management System for 10 school years. Specifically targeted in this multiyear investigation was the expenditure, out of the total amount of available dollars, of monies toward providing guidance counseling services to students. Through the use of inferential statistical procedures, statistically significant differences were established. The amount of school counseling dollars spent per pupil were highest at the high school level, followed by the middle school level, and were lowest at the elementary school level. From the 2009-2010 school year through the 2018-2019 school year, expenditures for elementary, middle, and high schools across the State of Texas increased by only $60, $95, and $100, respectively. Implications and recommendations for future research were discussed.
Family of Origin Addiction Patterns Amongst Counseling and Psychology Students Many occupational/career theorists believe that many people choose careers that have some relationship to their needs and personalities Herr, Cramer & Niles (2004). Because the family system is the primary teacher as well as the first conveyor of culture, families are instrumental in the early socialization of their children. A question that arises, because the family has such a profound and important role in the formation of the individual, is the extent to which, if any, that growing up in an alcoholic/addict family forms structures which may guide persons into the helping professions such as counseling and/or psychology? That is, by growing up in a dysfunctional family might this process guide people into a profession wherein they might find answers to their personal questions, and where they might identify with individuals who have significant mental health and relationship problems? Though considerable disagreement exists on what constitutes alcohol abuse, alcohol dependence, drug abuse, and drug dependence, trends appear to be present among various ethnic groups (Doweiko, H., 2006). Personal attitudes and experiences regarding alcohol and drug use and abuse within the nuclear family may have an impact on the way future practitioners view models of identification. It is difficult to determine an adequate percentage of children who are growing up in an alcohol/drug addicted home. The range varies considerably because these data are often unreliable. In 2002 the National Institute on Alcohol Abuse and Alcoholism published a study (Grant, 2002) that indicated that around 25% of children will grow up in an addictive home. Others, too, have concluded that this 1 in 4 ratio is an appropriate estimate (Silverstein, 1990). Children who grow up in addictive homes have a high likelihood that they may grow up suffering from lifelong problems (Parsons, 2003). Some researchers (Mathews, 1990) have indicated that there may be a significant effect in career choice made by individuals who grew up in addictive homes. Some researchers (Mathews, 1990) have indicated that many of those persons who go into the helping professions probably come from these addictive homes. People from differing racial/ethnic groups have different patterns of alcohol/drug use as well as the use in very different amounts, and different drugs of choice (Watts, 1989). The understanding of these racial/ethnic differences in the use and prevalence of substance abuse is becoming increasingly important to policy (McKenry, 1991) as the numbers of racial/ethnic persons increase in the American population. Of some importance to note that various members of the same ethnic group may vary considerably depending on subgroups and place of origin (McKenry, 1991). A myriad of descriptors as well as concepts exist to describe the plight of individuals who grow up in an alcoholic/drug addicted home. This study is not intended to list nor evaluate a collection of these constructs, however a few of the concepts specifically will be explored. The fact is that growing up in an addicted home has many negative consequences with some of them being severe. A major question regards whether factors are present in the early developmental years which might motivate the adult child of an alcoholic/addict to want to go into any of the helping fields which might allow them to help and care for others. The concept of co-dependency (Doweiko, 2006) is now well known in which some of the major ideas are one who helps others at the expense of their own welfare. Many of the dynamics of an alcoholic family include high levels of conflict which range from verbal abuse to physical and sexual abuse according to many authors (e.g., Johnson, 2001). Similarly, along with increased conflict comes a decrease in family closeness and togetherness. It is plausible that children who have been involved and witnessed these problems may experience poor communication and hesitate to share concerns over parent's alcohol use. …
