Counselor's Notebook, May 2010 by Sally Ann Connolly

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

VOL. 46, NO. 9

MAY 2010

The Public Agenda Report A Counselor’s Perspective By ROBERT BARDWELL MASCA Past President ASCA Secondary Level Vice President

ROBERT BARDWELL

have been working as a high school counselor for seventeen years, and in that time I’ve worked alongside hundreds of school professionals including teachers, administrators, school counselors, psychologists, social workers, and nurses. Almost without exception, these are individuals who find joy in watching a child succeed, experience pain when a student struggles, and go the extra mile to create a positive environment in which young people can grow and learn. The challenge for school counselors, as noted in this report, is first and foremost a math problem. Parents and education advocates are up in arms when the student-to-teacher ratio in the classroom starts to creep up. But student-toschool counselor ratios have historically been completely out of line. With the average high school having a ratio of 400 students for every one counselor, no wonder many young adults re(continued on page 7)

Why We Should Care By CAROLYNN LAURENZA MASCA Emerging Leader

he month of March brought the words “Public Agenda Report” to many of our conversations. Maybe you read The New York Times “The Choice Blog” on the report. It included many highly emotional responses from counselors as well as those who were dissatisfied with their own guidance counselors. The following summary should provide a context for our responses to this piece of bad press.

What is the Public Agenda? It is a non-profit organization with the self-described aim of conducting nonpartisan research on topics of public concern. The authors of the Can I Get a Little Advice Here? report are four Public Agenda employees whose bios include work in

journalism, public policy research, and paralegal and educational consulting. From what I gather, their experience does not include actual work in school systems.

How was the study conducted? “Telephone interviews were conducted from May 7 – June 24, 2009, with 614 young adults aged 22 to 30 years old who have experience with some post-secondary education. The interviews averaged 26 minutes in length and were offered in both English and Spanish. The response rate for the study was 27 percent for the landline portion of the sample; it was 29 percent for the cell phone sample.” The report also includes anecdotes from participants in focus groups held (continued on page 6)

MASCA Awards 2010 Counselor of the Year Award Robert Bardwell, Monson High School

Leadership Award Susan Schoenberger, Agawam Public Schools Linda Vaughan, Rockport High School

Administrative Award Paul Vieira, East Bridgewater High School

Special Award Steve Fitzgerald, Universal Technical Institute

COUNSELOR’S NOTEBOOK

MASCA

2009 – 2010 MASCA OFFICERS PRESIDENT CHRISTINE A. EVANS East Bridgewater High School 11 Plymouth Street, East Bridgewater, MA 02333 Tel. 508-378-5851 • Fax 508-378-8236 E-mail: cevans@ebps.net PRESIDENT-ELECT CAROLYN RICHARDS Somerville High School 81 Highland Avenue, Somerville, MA 02143 Tel. 617-625-6600 x 6120 • Fax 617-628-8413 E-mail: crichards@k12.somerville.ma.us PAST PRESIDENT KAREN M. D’AMOUR Manchester Essex Regional High School 36 Lincoln Street, Manchester, MA 01944 Tel. 978-526-7641 • Fax 978-526-2044 E-mail: damourk@mersd.org

May 2010

inside 4

VICE PRESIDENT ELEMENTARY TBA VICE PRESIDENT MIDDLE / JUNIOR HIGH RICHARD WHITE Gateway Regional Middle School 12 Littleville Road, Huntington, MA 01050 E-mail: RWhite@GRSD.org

VICE PRESIDENT SECONDARY JENNIFER LISK Medway High School, Medway, MA 02053 E-mail: lisk@medway.k12.ma.us VICE PRESIDENT POSTSECONDARY JAY LEIENDECKER Vice President Enrollment Services, Dean College Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jleiendecker@dean.edu VICE PRESIDENT ADMINISTRATORS RUTH CARRIGAN Whitman-Hanson Regional High School 600 Franklin Street, Whitman, MA 02382 Tel. 781-618-7434 • Fax 781-618-7098 E-mail: carrigan.ruth@whrsd.org VICE PRESIDENT COUNSELOR EDUCATORS THERESA A. COOGAN, Ph.D. Bridgewater State College, Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 E-mail: ralphsennott@hotmail.com EXECUTIVE DIRECTOR DONNA M. BROWN Adjunct Professor, UMass Boston P.O. Box 366, 779 Center Street Bryantville, MA 02327 Tel. 781-293-2835 E-mail: dbrownmasca@gmail.com TREASURER TINA KARIDOYANES P.O. Box 1007, Monument Beach, MA 02553 Tel. 508-759-3986 E-mail: tkaridoyanes@gmail.com SECRETARY CARRIE KULICK-CLARK Braintree High School, Braintree, MA 02184 Tel. 781-848-4000 x 2273 E-mail: Jd02375@aol.com MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: DeborahClemence@verizon.net COUNSELOR’S NOTEBOOK EDITOR SALLY ANN CONNOLLY 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

MAY 2010

Celebrating School Counselors By Christine Evans

On ASCA’s Response to the Public Agenda Report By Katharine Gray

ASCA Conference Volunteer Opportunities

MASCA Spring Conference 2010

15 16 18

Update on MASCA’s Website By Joe Fitzgerald

Young Women and STEM By Donna Brown

Affiliate News

Published by: Massachusetts School Counselors Association 10 issues per year, September through June. The yearly subscription rate is $30.00. Individual copies are $3.00. Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reflect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to Sally Ann Connolly, Editor.

www.masca.org

Celebrating School Counselors By CHRISTINE EVANS MASCA President

ast month I wrote about giving our best efforts as we work in difficult times. I hope that something I shared was a source of encouragement and strength as the budget cuts were revealed in each district. Although budgets still look bleak, that is no reason for us to despair and give up. We have many reasons to celebrate the important work we do, and now is a good time to reflect on the past year. Events throughout the year have given us reason to be proud of what we do and how it makes a difference for the students we serve. The following is a brief summary of the events. Remember, before we can expect others to celebrate us as school counselors, we need to set an example and witness our own colleagues. By honoring and, then, emulating outstanding counselors, we become better at what we do. That is worth celebrating.

CHRISTINE EVANS In October, many school counselors and supporters appeared at the State House to give testimony in support of two important pieces of legislation affecting our work with students. One of the bills has made it out of committee and has been combined with another bill; and it has gained a wide base of support in a short time span. MASCA had a large part in the moving of this bill forward,

May 2010 Let your students know it’s time to

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graduating students: • •quick notice regarding admission decisions •a range of Merit Scholarship opportunities •the best combination of excellence and affordability around Students should apply online now, send their essay and letter of recommendation, and have their transcripts sent to arrive before June 1st to:

University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA 02125-3393

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and its passage will support the use of a six-year career plan for all Massachusetts public school students. The progress made so far is very encouraging. In January, the American School Counselor Association hosted a special evening to honor dedicated school counselors from across the country. The National Counselor of the Year Award Black Tie Gala was held at Union Station in Washington, D.C., and I was delighted to attend, along with other state association presidents. At the gala we heard from each of the ten finalists for the award. Each story was inspiring, and because the counselors represent all of us and the meaningful work we do every day, we all share in the joy and pride of that evening. The celebration was the perfect kickoff to the first week in February, National School Counseling Week 2010. This week, sponsored by ASCA, was designed to focus public attention on the unique contribution of professional school counselors in our school systems, and it highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career. By promoting recognition and encouraging PR activities, this special week helps us to inform others about what we do and why it is important. This is another way we celebrate school counselors. In March, the MASCA Government Relations Committee sponsored the second annual Leadership Forum at the State House. This event was well attended, and those in attendance heard from a number of leaders in education and from our legislators about the progress of HB4523, an Act to Ensure College and Career Readiness for All Massachusetts Public School Students. We have much to be proud of and much more to do as we advocate for our profession. Our effectiveness in self-advocacy has a direct and proportional impact on our effectiveness in advocating for our students. Please join us in celebrating our profession. Get involved in advocacy. ■ COUNSELOR’S NOTEBOOK

MAY 2010

LAURENZA (continued from page 1) in Pennsylvania, New York City, Arizona, Missouri, and Washington.

What did the study find? The authors concluded that high school counselors are not helping students adequately with postsecondary planning, but the corresponding data is hazy. Finding #1: “Most students, even those who successfully complete college, give their high school counselors fair or poor ratings.” The report, however, could have replaced the word “poor” with the word “good.” The authors do not show the exact percentage of students who report-

ed “good” or “excellent,” and the good appears to outweigh the bad. For example, 46% said their counselor was good at explaining and helping with the application process, 25% said fair, and 29% said poor. The claim that “nearly half (48%) felt their counselors saw them as “a face in the crowd” does not take into account the 47% who said they did not feel like a face in the crowd. Finding #2: “Students who get perfunctory counseling are more likely to delay college and make more questionable higher education choices.” In this section the authors equate the report of feeling like a face in the crowd to being “badly counseled.” This section’s

data shows that young people who do not complete college are more likely to come from low-income families with lower levels of educational attainment. One item shows that “nearly 1 in 5” young adults who felt like they were another face in the crowd delayed enrolling in college for a year or more after high school. The authors do not mention the nearly 1 in 7 who didn’t report feeling like a face in the crowd yet delayed enrolling in college. The next item shows that more students who felt like “a face in the crowd” would have enrolled in a different school if money were not an issue. These students were also more likely to choose a school based on its price (as opposed to its academic reputation) and reported being offered less scholarships/aid than the “not a face in the crowd” students. Finding #3: “High school counselors are viewed as less helpful than teachers.” The authors show data on the percent of respondents who had “a teacher or coach in high school who inspired and motivated them to do their best” (75%) and who “had a teacher who really took interest in them personally and encouraged them to go to college” (67%). They do not show any other data to compare these responses to.

Why should we care? In discussing their results, the authors pay lip service to the fact that counselors’ jobs are overburdened, and they say that the answer is not to just hire more counselors. Instead, they suggest that “trained volunteers” counsel students with “a higher education eHarmony.com” match of students with colleges online. This is much like the College and Career Web Portal currently being developed in Massachusetts. They also recommend social networking opportunities between high school students and college professors. While many of us agree with aspects of this report, the authors’ generalizations trivialize the complexities of our profession. In addition, the gaps in the data result in a public opinion poll-turnedsound byte that makes us wonder whose agenda this really is. Given the timing of its release and the press received, this report will likely play a role in public policy decisions in the Race to the Top season. Stay informed and involved! ■

COUNSELOR’S NOTEBOOK

BARDWELL (continued from page 1) ported unsatisfying relationships with their counselors. This part of the problem is easily addressed by putting more counselors into our schools. But “more” isn’t always better. As the report noted, school counselors often are assigned administrative tasks and other duties (such as testing, lunch duty, or substitute teaching) that take them away from direct interaction with students. In recent years the school counseling profession has raised the bar on what is expected of both individual counselors and counseling programs in schools and school districts. These increased expectations include national standards and a model framework of what comprehensive

“School counselors aren’t the problem. We’re part of the solution.”

school counseling programs and school counselors should and should not be doing. Like our peers in the education system, we are required to regularly update our credentials and keep up with emerging trends that affect student well-being. This means we have to stay on top of everything from the latest illegal drug risks and cyberbullying to the best sources for college financial aid. I am hopeful the report by Public Agenda will be a wake-up call for those working to improve our education system. School counselors aren’t the problem. We’re part of the solution. School counselors work with students to help improve academic achievement, career and postsecondary education planning, and personal and social development. That’s a big responsibility. But we can’t go it alone. We need support from administrators and policymakers, active involvement by parents with their child’s school counselor, and an adequate number of school counselors who are allowed to do their jobs so that every student enjoys a valuable relationship with his or her school counselor. ■ ––––––––––––––––––––

This column was published previously on The New York Times blog, “The Choice,” March 5, 2010. MAY 2010

On ASCA’s Response to the Public Agenda Report By KATHARINE GRAY Agawam School Counseling Program Grant Coordinator MASCA MA Model Committee Chair UMass Boston, Adjunct Professor

irst, I was pleased to see that ASCA crafted a response in a timely manner to the Public Agenda Report. Second, I agree with the opening sentence in the fifth paragraph: “ASCA believes the findings in this report can serve as a wake up call that could bring about needed and substantial changes.” I believe that some of the things that we need to do include getting some of research findings out that support the work

that counselors do when they are relieved of non-counseling duties and encouraged to operate using the ASCA Model (or a state’s version thereof). Maybe we need to see if the Gates Foundation will fund efforts to expand existing best practices. I think a carefully planned strategic response is called for that speaks to how we want to SOLVE the problem . . . not defend ourselves because the article hurt our feelings.

Public Agenda Report Can I Get a Little Advice Here? Prepared with support from the Bill & Melinda Gates Foundation

Download a copy at www.publicagenda.org or go to MASCA’s website, www.masca.org

What I have struggled with in most of the responses I have seen thus far is that there is an unwillingness to acknowledge that the Bart Simpson view of how school counselors are perceived is a far bigger obstacle than most of us like to admit and that the Bart Simpson view is, unfortunately, all too true in more instances than we care to acknowledge. For example, in Massachusetts we are finally at a point where we have a bill before our legislature that mandates that licensed school counselors be the guiding force in six-year postsecondary planning, and we have many counselors who oppose this because they do not want anything else mandated! I think the best and strongest way for ASCA and other professional organizations to respond to reports like the one released this week is to agree with them that we do have a lot of deadwood in our profession, making things harder to go forward. Are we afraid they will leave or won’t join ASCA or our state associations? My guess is they don’t belong anyway and don’t have plans to do so anytime soon. ASCA and state associations are not associated with collective bargaining and thus could step out and support what superintendents and principals are longing to do: get rid of guidance counselors who are not willing to accept the new transformed role for school counselors that the ASCA Model depicts. ASCA and its members and the members in most state associations have been working tirelessly and have great ideas about how to contribute to Ed Reform. We struggle to have credibility because so many of our profession are not part of these efforts. ASCA has made huge gains in terms of increasing membership, but it still represents a small percentage of the nation’s school counselors. Perhaps the biggest opportunity for change that this report provides is a chance for us to acknowledge and step away from those in our ranks who contribute to the Bart Simpson stereotype. ■ COUNSELOR’S NOTEBOOK

MAY 2010

School Counselors Leadership Forum 2010

ED’S VIEWS By ED BRYANT, NCC MASCA Life Trustee

Three counselors from Gateway Regional School District attended the Forum held at the State House in March. Shown with State Representative Stephen Kuliken Kulik (second from left) are Celeste Cianfrani (left), Richard White, and Carolynn Laurenza.

fter forty-five years of writing this column (under various titles), it never occurred to me to write about pornography and sexting. Recent studies, however, indicate that one in ten in the general population suffer from pornography and other sexual addictions fueled by the Web. According to Robert Weiss, online porn is to sex addiction as crack cocaine is to drug addiction. Weiss says, “If you watch the brain scan of a sex addict looking at porn, it lights up exactly like the scan of someone on cocaine.” And as we know, sexually explicit content is everywhere. A term new to me is “sexting.” According to J. R. Anderson, it is “sending sexually explicit photos and videos via cell phone.” As recent news reports indicate, sexting has caused scandals in several schools. My intent is not to add to the load of the overworked school counselor, but MASCA needs to acknowledge that we have moved into the electronic age. Another important topic is that of our ties with our communities. As a guidance director (years ago), my connection was the local Rotary Club. My office prepared a brief weekly newsletter that gave me a chance to do some PR for Rockport High School. For example, about Career Days and financial aid programs. If all of this is causing you stress, my wife recommends that you chew some sugar-free gum. As a Yoga fan, Mary Lou says that chewing increases blood flow to the brain, thus helping you to feel calmer and more in control. The MASCA spring conference is over, and we should thank and congratulate Dr. Helen O’Donnell and her group for the great work they do in bringing us together for collegiality and professional development. On February 8, the Boy Scouts of America celebrated one hundred years of helping our communities. Thank you. Spring has sprung. Enjoy it. ■ COUNSELOR’S NOTEBOOK

ASCA Conference seeks volunteers

JENNIFER LISK

re you thinking, “Wow, the MASCA Spring Conference was so great I can’t wait to get more professional development!” Or maybe, “I couldn’t get out of the office for the MASCA Conference, but I’m looking for some great professional development this summer.” In either case, the ASCA Conference in Boston this summer may be just what you are looking for. The programs are outstanding, the networking will be invaluable, and it is a great opportunity to celebrate Massachusetts’ role in promoting quality school counseling. As the host state, we are responsible

MAY 2010

for providing hospitality and volunteers, and we need you. If you are already planning on attending the conference and you are willing to donate a few hours of your time, we would love to have you. If you are looking at the price of the conference and aren’t sure you can afford it but you would like to see a session or two as a session moderator, we can help. If you are not

sure how to get involved but want to, just ask us. More information about the conference can be found at www.school counselor.org. For information about volunteer opportunities, see the form on page 12 or visit MASCA’s website, www.masca.org. If you have questions, contact me at ascabostonvolunteer@ gmail.com. ■

ASCA Conference 2010, Boston Volunteer Questionnaire Name: ___________________________________________________ Title: _____________________________________________ School Affiliation:____________________________________________________________________________________________ Phone Number: ___________________________________________ E-mail: ___________________________________________ Have you or will you be registering for the conference? ■ Yes ■ No Volunteers will receive a $25 gift certificate to be used at the ASCA bookstore during the conference. Volunteers are not required to register for the conference, but they are allowed to attend sessions that they moderate. Help is needed in the following areas: • Registration: Greet conference registrants and hand out conference packets (Saturday, July 3 only) • Exhibit table: Welcome vendors (Saturday, July 3 only) • Local table: Greet conference attendees; distribute information on the local area • Ticket collectors: Collect lunch tickets • Session moderators: Greet and introduce speaker, distribute handouts and evaluations, collect evaluations, sign CEU forms The conference program booklet is available at http://www.schoolcounselor.org/files/10regbroch.pdf. Please look through the schedule and programs and indicate when you are available to volunteer.

Saturday, July 3 Registration table Exhibits Local table Session monitors

■ ■ ■ ■ ■ ■ ■ ■

8-11 am 9-11:30 am 8-11 am 9 am – 4 pm 9 am – 12 pm 9 am – 12 pm 10 am – 3 pm 1- 4 pm

■ 11 am – 3 pm ■ 3-7 pm ■ 11:30 am – 2 pm ■ 10:30 am – 1:30 pm ■ 1- 4 pm ■ 3:30-7 pm First Choice __________________________________________________ First Choice __________________________________________________ Featured Speaker: Dr. Banks Red Cross Training First Choice __________________________________________________

■ ■ ■ ■ ■ ■ ■ ■ ■

8-10:30 am 11:45 am – 1:30 pm 9-10:15 am 9 am – 12 pm 10:45 am – 12 pm 11:15 am – 12:30 pm 1:30-2:45 pm 1:30-4:30 pm 3:45-5 pm

■ 10 am – 12:30 pm

■ ■ ■ ■ ■ ■ ■

8-11 am 11:45 am – 1:30 pm 9-10:15 am 9 am – 12 pm 10:45 am – 12 pm 11:15 am – 12:30 pm 1:30-2:45 pm

■ 10:30 am – 1:30 pm

Sunday, July 4 Local table Lunch ticket collectors Session monitors

First First First First First First First

Choice Choice Choice Choice Choice Choice Choice

■ 12-2:30 pm

■ 2- 5 pm

__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Monday, July 5 Local table Lunch ticket collectors Session monitors

First First First First First

Choice Choice Choice Choice Choice

■ 1- 4 pm

■ 3:30-7 pm

Tuesday, July 6 Local table Lunch ticket collectors Session monitors

■ 8-11 am ■ 11:45 am – 1:30 pm ■ 9-10:15 am

■ 10:30 am – 1:30 pm

■ 1- 4 pm

■ 3:30-7 pm

First Choice __________________________________________________

Please return to: Jenn Lisk, Medway High School, 88 Summer Street, Medway, MA 02053, or e-mail to ascabostonvolunteer@gmail.com 12

COUNSELOR’S NOTEBOOK

Life After High School To:

Superintendents, High School Principals, Guidance Directors, and Directors of Charter Schools, Approved Private Special Education Schools, Institutional Schools, and Educational Collaboratives

From: Mitchell D. Chester, Ed.D. Commissioner of Elementary and Secondary Education Date:

porting documentation required by a college or university. The online application feature of “Your Plan for College” should be a timesaver for guidance staff. “Your Plan for College” will be fully deployed later this spring. Schools that are using another online college and career information system and wish to convert over to “Your Plan for College” will receive assistance from ConnectEdu in the migration. For more information about

registering for and/or migrating over to “Your Plan for College” please contact info@yourplanforcollege.org. The development of this portal is an important step in making higher education more accessible for all students including individuals who will be the first in their family to go to college. If you have any other questions on the portal, please contact Heidi Guarino at hguarino@doe. mass.edu. ■

February 2, 2010

I am writing to update you on the progress of the state’s college and career web portal “Your Plan for College – Get Ready for Life after High School.” The portal is being developed by Bostonbased ConnectEDU through a partnership among the Massachusetts Educational Financing Authority (MEFA), the Massachusetts Department of Elementary and Secondary Education, the Department of Higher Education, and the Executive Office of Education. The portal is being piloted in the following twenty-two high schools: Agawam High School, Bartlett Junior/Senior High School, Blackstone Valley Regional Vocational Technical High School, Burncoat High School, Central Catholic High School, City on a Hill Charter School, Claremont Academy, Clinton High School, Doherty Memorial High School, Everett High School, Holyoke High School, Longmeadow High School, MATCH Charter School, Milford High School, Monson High School, North High School, Salem High School, Somerville High School, South High Community School, Stoneham High School, TriCounty Regional Vocational Technical High School, and Worcester Technical High School. Coming soon, you will be able to visit the portal’s landing pages to learn more about its features and how to sign up for next school year. The portal will be available at no cost for every high school in the Commonwealth and will have all of the online tools students will need to learn about careers, and plan for and apply to college. The online application package includes electronic transcripts, letters of recommendation, or other supMAY 2010

MASCA Spring Conference 2010

Good food!

Fun!

Information!

COUNSELOR’S NOTEBOOK

Update on MASCA’s Website By JOE FITZGERALD MASCA Technology Committee Chair

o keep with the theme of our new MASCA website and other technology information, I want to update you about the latest developments. As you know, MASCA’s membership registration has been online for a number of years. This was made possible through our contract with Run My Club. Sometime this summer, registration will be possible without the need for MASCA to pay a fee to a third party. You will be able to register directly online at MASCA’s website by entering the membership area and using your current username and password. You can then edit your membership data. For the past several years, MASCA’s contract with the event planner, Cvent, allowed us to register online for conferences. This ability has now been extended to meetings of the Executive Board and the Governing Board as well as other professional development activities. In the near future we hope to be our own event planner. Both of these changes will save our organization money. We encourage you to look over the website and send us any suggestions you have on how to improve it. Please send them to webmaster@masca.org. Reminder: In the January issue of the Notebook, we emphasized the importance of going to the website and editing your membership profile. Though all tabs on the website lead to excellent information about the profession of school counseling, the Members tab is special. It is the portal that leads to three areas: Becoming a Member, Membership Benefits, and Members-Only Area. Because you are reading this article in the Notebook, you are — most likely — a MASCA member, and you know the benefits of membership. The Members Only Area gives you the opportunity to search the member directory, renew your membership, register for conferences, and create a personal profile. More features are in the works. To access the Members Only Area, click HERE. You will then be asked for MAY 2010

a username and password. The first time you enter this section you will not know your username and password. Fill out the forgotten username and password request, and they will be immediately e-mailed to you. Your member number will also be included in the e-mail. Then go to the website and update your profile with

the correct information. The expiration date of your MASCA membership is indicated on the mailing label on the back page of the Notebook. Additional reminders will be e-mailed to you — that is, if you have updated your profile to include your current email address. ■

UTI sponsors NECA meeting

Young Women and STEM By DONNA BROWN MASCA Executive Director

DONNA BROWN

I Universal Technical Institute in Norwood sponsored the March meeting of the Northeast Counselors Association. Graduate students in counseling, counselor educators, and NECA members shared information about internship opportunities, the value of networking, and non-traditional job opportunities. The students are shown with NECA President Kathy Scott (second from right) and UTI representatives Bryant Bitner (far left) and Max Steiner (far right).

2011

YEARS

1961

MASCA’s 50th Birthday Celebration

MASCA will celebrate its 50th year during the annual spring conference to be held in Danvers at the Crown Plaza in April 2011. Join us in the preparation. To volunteer, contact a member of the planning committee: Oscar Kritchmar, Co-Chair Mary Westcott, Co-Chair Donna Brown Ed Bryant Marilou Cashman Sally Ann Connolly Lillie Davis John Gould

Manny Manolopoulos Maureen Martin Judi Masters Helen O’Donnell Ralph Sennott Carol and Andy Tarka Larry West

n late March, the American Association of University Women published Why So Few? Women in Science, Technology, Engineering and Mathematics. The report is available on the AAUW website, http://www.aauw.org/research/ whysofew.cfm, along with a companion webinar. Both are well worth viewing. The report was co-authored by three AAUW researchers, Andresse St. Rose, Catherine Hill and Christianne Corbette, and it speaks to the methods we use to encourage young women to enter STEM professions. The report collected the results of dozens of other studies dealing with the problems faced when attempting to interest young women in STEM professions and the additional challenges these women may face if they decide to follow such a career path. When introducing her section of the webinar, St. Rose called the report “a big lit study.” However, the three researchers plowed their way through myriad studies to find the best and most useful to be incorporated in the AAUW report. According to the report, there are eight major factors that keep many young women from entering STEM careers: • beliefs about intelligence • stereotypes • self-assessment • spatial skills • the college student experience • university and college faculty • implicit bias • workplace bias Interestingly enough, in elementary, middle, and high school, girls and boys now take math and science in almost equal numbers. Studies have shown that COUNSELOR’S NOTEBOOK

almost as many girls as boys are prepared in high school to pursue science and engineering in college. And yet, girls don’t follow through except in the biological sciences. By graduation, in some majors like physics and computer sciences, women make up only twenty percent of those earning bachelor’s degrees in these disciplines. The researchers found that “the effects of societal beliefs and the learning environment on girls’ achievements and interest in science and math” are demonstrated by numerous studies. Negative stereotypes, mind set, and even mental rotation ability all figure into a girl’s interest in science.

Stereotyping In one study a group of similarly achieving boys and girls were divided into two groups to take a math test. One group was told that everyone was good at math. The other implied that girls would have a more difficult time. The scores on the test of the “equal” group showed that boys and girls earned almost equal scores. In the other group, the boys scored significantly higher than the girls.

Art Biology Business Management Chemistry Communication Computer Info. Systems Computer Science Criminal Justice Economics Education / Special Education English Environmental Science General Science History Liberal Studies Mathematics Movement Science Music Political Science Psychology Regional Planning Social Work Sociology Theatre Arts

MAY 2010

Knowing what is involved in stereotyping and teaching girls to understand that it is usually not personal presented additional information. The premise is that when girls buy into a stereotype like “girls don’t do well in math,” not only do they believe boys naturally can do better in math, but they also the raise the bar higher in determining what doing well means. Many of the findings are not surprising. Others, however, give one pause.

Mind sets In this section the author talks about “growth mind set,” where one looks at challenges as opportunities for growth, and “fixed mind set,” where one wishes to look smart. Here, the importance of valuing learning and understanding that one sometimes has to struggle to learn is stressed. Implicit bias Another fascinating section deals with implicit bias. There is a website listed in the sidebar of the report that links to a test of implicit bias. The results take one aback.

STEM motivation The last major section features suggestions about increasing girls’ interest and participation in STEM. These range from teaching girls how to develop their spatial skills to making performance standards and expectations very clear. Many are ideas that have been proposed before, but several others address small, but systemic changes that can be made to encourage young women to pursue STEM. Counselors can take a lead in helping girls value their abilities and recognize their career-relevant skills. The report is lengthy, but it offers some terrific strategies and a great deal of solid research and data. It is well worth the time. ■

Why So Few? Women in Science, Technology, Engineering and Mathematics View the report and webinar at www.aauw.org

Private quality. Public value. For more information, please write or call: Westfield State Office of Admission Post Office Box 1630 · Westfield, MA 01086 (413) 572-5218 · wsc.ma.edu

MASCA Help-A-Kid Awards These scholarship awards for students are presented to counselors chosen at random from among the spring conference attendees.

Elementary Level Granville Village School Debra Cigal Middle / Junior High School Level South Hadley Middle School Karen Walsh Pio High School Level Dighton-Rehoboth Regional High School Jackie Tremblett & Lisa Maidment

AFFILIATE NEWS WMCA announces award winners Counselor of the Year Award Kathryn Milligan was chosen by Western Massachusetts Counselors Association as its Counselor of the Year. This prestigious award is given annually to a school counselor in western Massachusetts who has made an outstanding contribution to the field of school counseling. Recipients of the award must be highly respected by students, have an excellent rapport with students, parents and school personnel, and have the qualities of leadership and service. In addition, the award recipient must have made significant contributions to the school’s counseling program. For more than thirty-five years Kathryn (Kit) has served in the Westfield Pub-

lic Schools on both the middle and high school levels; for the past nine years, she has served as Guidance Department Supervisor. Her colleague, Allison Kelly, says that Kit “carries her students in her heart. She has waited in lines at wakes to help ease the pain of loss; she has cheered from the sidelines as her student made the winning play; and has helped countless students achieve their dreams. Kit has filled the role as mom, not only to her students, but also to her staff. She does not only say that family comes first, she lives it! Kit has been our strength through some difficult times and is an educator to the core.” On March 9, an awards dinner was held in her honor. Approximately a hundred school counselors, teachers, administrators, family members, and friends attended. At the end of the school year, Kit plans to retire.

Rising Star Award Maggie Folli, counselor at Belchertown High School, was named as WMCA’s Rising Star. This award is given to a school counselor in Western Massachusetts who has been in the school counseling profession for between three and ten years and has demonstrated outstanding counseling skills, dedication and commitment to students, and evidence of leadership potential. When asked to describe Ms. Folli, her guidance supervisor, Paula Pagos, said: “What separates good workers from outstanding ones is their passion. When individuals love what they do, their passion comes across in the way they carry out their daily activities, and Maggie Folli is such an individual. Maggie is outstanding in her ability to address the needs of the “whole” student. Some situations a counselor encounters are outside of school and out of our control. No matter how discouraging, frustrating, and, at times, even heartbreaking a student’s situation is, Maggie works tirelessly towards a solution. She is very supportive to students’ pursuits and encourages her students to become well-rounded individuals and good citizens. Maggie is a unique individual who truly makes a difference in the lives of her students and is well respected and admired by students and faculty members alike.” Congratulations to both winners. ■ COUNSELOR’S NOTEBOOK

MAY 2010

Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally Ann Connolly, Editor

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YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL ABOVE. To renew your membership, go to MASCA’s website, www.masca.org.

2010 MA Model Implementation Institute Sessions 1 and 2 Dates: Wednesday, July 14 and Thursday, July 15 Place: Dean College, 99 Main Street, Franklin, MA Time: 8:30 a.m. – 3:30 p.m.

Session 3 Date: Place:

Thursday, November 18 Dean College

Instructors Janice M. Tkaczyk, Ed.D., CAGS Helen O’Donnell, Ed.D. Donna Brown, M.Ed. Linda Dagradi, Ed.D.

Cost $395 for 45 MASCA PDPs $255 additional fee for 3 graduate credits from Fitchburg State College

For details and registration, go to www.masca.org.