Abstract
Given the advent of current national education reforms emphasizing educational equality, the present study identified the factors influencing low socioeconomic status (SES) students’ academic development, thereby revealing areas for support and intervention by school counselors in Korea. In 1997, the revised elementary and secondary education act led to a training system for registered counseling teachers. To date, about 20,000 registered counseling teachers were trained and certified by the Ministry of Education and Human Resources Development in Korea. Although the current educational policy increased the quantity of school counseling services, current school counseling members have little knowledge of how to address and intervene in the academic problems of low-SES students because school counseling training is traditionally focused on career and personal/social issues. This article discussed a theoretical foundation based on the status-attainment model for understanding the low-SES students’ academic development. Grounded on the status-attainment model, three major factors (i.e., student, family, and school) related to academic success and failure of low-SES students were identified. Finally, the authors provided five practical guidelines that school counselors can use to work with this low-SES student population.
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