TPC Journal V8, Issue 4- FULL ISSUE

338 The Professional Counselor | Volume 8, Issue 4 have experience in a specific field, and have a support network are better positioned to succeed in school and in life (Sedlacek, 2017). These efforts may position students for school success by neutralizing or reducing the negative impact a lack of parental involvement has on achievement. Conclusion School counselors play a critical role in today’s schools. Serving as leaders, advocates, collaborators, and consultants with an aim of promoting student success, school counselors work with many stakeholders, including teachers, administrators, and students and their parents. This study sheds light on the impact of suspension, homework completion, and parental involvement on student achievement. The relationships between parent beliefs and authoritativeness and student achievement also are explored. The authors hope the findings of this study foster awareness and lead school counselors to further consider the impact parents have on student achievement. An understanding of parenting style and beliefs and their impact on student achievement affords school counselors the opportunity to develop targeted programs that increase parent involvement, strengthen the school– parent partnership, and promote academic success. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development , 37 , 887–907. doi:10.2307/1126611 Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology , 4 , 1–103. doi:10.1037/h0030372 Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P. A. Cowan & E. M. Hetherington (Eds.), Advances in Family Research Series. Family Transitions (pp. 111–163). Hillsdale, NJ: Lawrence Erlbaum Associates. Bernard, M. E. (1990). Rational-emotive therapy with children and adolescents: Treatment strategies. School Psychology Review , 19 , 294–303.  Berry, J. O., & Jones, W. H. (1995). The parental stress scale: Initial psychometric evidence. Journal of Social and Personal Relationships , 12 , 463–472. doi:10.1177/0265407595123009 Bryan, J., & Henry, L. (2012). A model for building school–family–community partnerships: Principles and process. Journal of Counseling & Development , 90 , 408–420. doi:10.1002/j.1556-6676.2012.00052.x Buri, J. R. (1991). Parental authority questionnaire. Journal of Personality Assessment , 57 , 110–119. doi:10.1207/s15327752jpa5701_13 Carlo, G., White, R. M., Streit, C., Knight, G. P., & Zeiders, K. H. (2018). Longitudinal relations among parenting styles, prosocial behaviors, and academic outcomes in U.S. Mexican adolescents. Child Development , 89 , 577–592. doi:10.1111/cdev.12761 Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research , 78 , 941–993. doi:10.3102 /0034654308323036