This qualitative study employs a phenomenological research approach that examines the school counselor’s experiences and training. The purpose of this study is to explore if school counselors received training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice (SJ), and if they implement these theories in practice. Semi-structured interviews were used with eleven practicing school counselors. Thematic content analysis was used with a critical discourse lens to identify explicit and implicit themes within the data. The results indicate a lack of training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice. While some participants had knowledge of social justice theory, most were unsure how to move theory to practice. These results allude to a call for action within school counselor education. School counselors should be trained how to translate the theories of CRT, CSP, and social justice to practice. This can provide a deeper understanding of the systemic factors that affect college access and success.
van Mastrigt, Heidi and Estrada, Joey Nuñez
"Promoting Equitable College Access and Success: Exploring Critical Frameworks in School Counselor Training,"
Journal of College Access: Vol. 6:
3, Article 7.
Available at: https://scholarworks.wmich.edu/jca/vol6/iss3/7
Academic Advising Commons, Counselor Education Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons, Social Justice Commons, Teacher Education and Professional Development Commons