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Middle school counselors’ perceptions of their role supporting LGBTQ+ youths’ belonging
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Middle school counselors’ perceptions of their role supporting LGBTQ+ youths’ belonging
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Content
Middle School Counselors’ Perceptions of their Role Supporting LGBTQ+ Youths’
Belonging
by
Teddy Magaña Patigian
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May, 2024
© Copyright by Teddy Magaña Patigian 2024
All Rights Reserved
The Committee for Teddy Magaña Patigian certifies the approval of this Dissertation
Paul Gothold
Alan Green
Darline P. Robles, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
LGBTQ+ youth make up a significant portion of the United States student population (Conron,
2020). A sense of belonging for middle school students is an essential indicator for academic
achievement and positive motivational and health outcomes (Kosciw et al., 2020; Steiner et al.,
2019), yet LGBTQ+ students experience less belonging than their heterosexual peers (Kosciw et
al., 2016). This qualitative study interviewed 10 middle school counselors in one northern
California county. Three research questions guided this study: (a) What are the perceptions of
middle school counselors of their role in promoting LGBTQ+ students’ sense of belonging on
campus? (b) How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging? (c) What, if anything,
do middle school counselors do to create affirming environments for LGBTQ+ students such that
they feel a sense of belonging on school campuses? This study sought to explore how middle
school counselors perceive their role in supporting LGBTQ+ students’ sense of belonging and
delineate the connection between their lived experience and their ability and willingness to
support LGBTQ+ student belonging. Culminating findings suggest that middle school counselors
have immense desire to provide students with belonging and affirmation at their schools.
Empathy is derived from their personal identity and lived experience of varied adversity. School
counselors also attempt to provide support despite a negative schoolwide culture due to hostile
environments and lack of visibility. Despite barriers, school counselors provide safe spaces and
advocate for their LGBTQ+ students.
v
Dedication
This project has been a labor of love for me, and it would not have been possible without
the support I have received throughout my life.
To my parents, thank you for giving me the world and making me feel that anything I
wanted was possible. Dad, I think you would really get a kick out of this, and I hope in some
way I have honored you and our ancestors. I miss you. Mom, it took me 36 years to realize you
have always been my rock, in one form or another. George, I love you and thank you for giving
me my family. To my sisters and their babies, the loves of my life, you are my comfort and joy.
To my Sage, the universe knew exactly what I needed when you were created. You have
filled holes in my heart that have been torn apart in previous lives, and you exude love and light.
We love you so much.
To my husband, Bryan, for taking on so much to support my work, for being two parents
too many times to count, for encouraging me and building me up, for being a partner that defines
the meaning of growth and love. Te amo mucho.
To my fellow middle school counselors, who have so much to give and nowhere to place
it, at times misunderstood and underappreciated, I see you. You are the heart of the school
campus, and I will always advocate and support the work you do.
To the LGBTQ+ community for showing me so much protection and love for much of
my life, I am honored to continue the work of creating safe spaces for you to exist brightly.
And finally, to every kid who has not been allowed to show up as their true selves, who
has been withheld love, care, belonging, and safety because of it. You will always be safe with
me.
vi
Acknowledgements
I would like to take a moment to thank each one of my dissertation committee members,
Dr. Green, Dr. Gothold, and my chair, Dr. Robles. Each provided unwavering support and
insightful guidance throughout this journey that contributed to me being a better student and
educator. I am truly in awe and greatly admire the work each of you do in the education field and
feel honored to have you as part of my leadership journey. Dr. Robles especially took great care
to meet my needs and be available throughout the entire process. Thank you for believing in me
and encouraging me, and solidifying to me why this work is so worthwhile.
Thank you to my supervisor, Carli, for being the most flexible, supportive, and
encouraging boss on the planet. To the rest of my work family, who bolstered me up as I
navigated this arduous work, and never let me forget that I’m doing a good job.
Thank you to my cohort and the community we have built together. You all inspire me so
much. Thanks to previous mentors and friends, and Dr. M. for answering all my phone calls.
Thank you to my family, as you are my everything, and especially my husband. There is
simply no way this could have been accomplished without you by my side.
And finally, thank you to the counselors who took part in this study. You as a group have
illuminated my passion to continue the work of supporting school counselors to do what they do
best, supporting and protecting our kids.
vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgements........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem............................................................................................... 2
Statement of the Problem.................................................................................................. 3
Purpose of the Study ......................................................................................................... 5
Significance of the Study .................................................................................................. 6
Limitations and Delimitations........................................................................................... 7
Definition of Terms........................................................................................................... 8
Organization of the Study ................................................................................................. 8
Chapter Two: Review of the Literature .......................................................................................... 9
Role of the School Counselor............................................................................................ 9
Sense of Belonging.......................................................................................................... 15
Supportive School Climate and LGBTQ+ Youth ........................................................... 17
The LGBTQ+ Student..................................................................................................... 18
Middle School Counselor Within the Ecological Systems Model.................................. 22
School Counselor Positionality ....................................................................................... 24
Conceptual Framework ................................................................................................... 29
Conclusion....................................................................................................................... 31
Chapter Three: Methodology........................................................................................................ 33
Statement of the Problem................................................................................................ 33
viii
Purpose of the Study ....................................................................................................... 34
Overview of Research Design......................................................................................... 34
Sample and Population.................................................................................................... 35
Instrumentation................................................................................................................ 37
Data Collection................................................................................................................ 38
Data Analysis .................................................................................................................. 40
Credibility and Trustworthiness...................................................................................... 40
Limitations and Delimitations......................................................................................... 41
Researcher Positionality.................................................................................................. 41
Summary ......................................................................................................................... 42
Chapter Four: Findings................................................................................................................. 44
Participants...................................................................................................................... 45
Data Analysis .................................................................................................................. 47
Results Research Question One ...................................................................................... 47
Summary Research Question One................................................................................... 53
Results Research Question Two...................................................................................... 54
Summary Research Question Two.................................................................................. 59
Results Research Question Three.................................................................................... 60
Summary Research Question Three................................................................................ 65
Chapter Summary............................................................................................................ 66
Chapter Five: Discussion .............................................................................................................. 69
Purpose of the Study ....................................................................................................... 70
Methodology ................................................................................................................... 70
Discussion of Findings.................................................................................................... 71
Implications for Practice ................................................................................................. 75
ix
Limitations ...................................................................................................................... 77
Recommendations for Future Research .......................................................................... 78
Conclusion....................................................................................................................... 79
References..................................................................................................................................... 82
Appendix A: Interview Protocol................................................................................................... 99
Appendix B: General Recruitment Letter................................................................................... 102
Appendix C: Informed Consent/Information Sheet.................................................................... 103
x
List of Tables
Table 1: Gender and Age Range of Participants........................................................................... 46
Table 2: Participant Years of Experience ..................................................................................... 46
xi
List of Figures
Figure 1: Conceptual Framework Using Bronfenbrenner’s Ecological Systems Model.............. 31
1
Chapter One: Overview of the Study
Belonging, at its core, is a basic psychological and human need (Maslow, 1962;
Osterman, 2000). Humans are naturally driven to establish belonging, which entails continuous
interaction and resolute caring (Baumeister & Leary, 1995). Maslow’s (1962) hierarchy positions
belongingness as a need that must be met to reach self-actualization. In the school context, a
sense of belonging can be understood as feeling accepted, respected, supported, and connected to
the educational institution (Goodenow & Grady, 1993; Peacock & Cowan, 2019). Belonging is
an essential factor for proper functioning within a learning environment (Jackson et al., 2020).
For middle school students, a sense of belonging is an essential indicator for future academic
achievement and positive motivational and health outcomes (Kosciw et al., 2020; Steiner et al.,
2019).
Specifically, LGBTQ+ students face unique challenges of exclusion that place them in a
heightened state of need. Meaningful inclusion of LGBTQ+ students requires not only safe
environments but also visibility and equal representation (Sadowski, 2016), both attributes of
belonging. For the purposes of this research, belonging is defined as “the need to feel securely
connected with others in the environment and to experience oneself as worthy of love and
respect” (Osterman, 2000, p. 325). LGBTQ+ students who do not have affirming school climates
or who experience trauma during adolescence risk developing maladaptive coping skills
(Arvidson et al., 2011). The middle school experience is an especially crucial time to foster a
sense of belonging, and characteristics of adolescence contribute to that importance.
Middle school is a vital time in a student’s life to develop identity and a positive sense of
self. According to Erikson’s (1950) stages of psychosocial development, middle school students
are in adolescence, the stage of identity versus role confusion. This stage, among other things, is
2
consumed with identity development and self-understanding (Erikson, 1950). A healthy identity
development leads to self-worth and supports a solid foundation for healthy relationships
(Orenstein & Lewis, 2022). The core elements of Bronfenbrenner’s ecological model, which
emphasizes the importance of the social context, identify the relational influence on the
development of a person. Among multiple levels, the microsystem is the most influential for the
student, as this setting contains the most immediate environment, including the student’s family,
school, and neighborhood (Curry & Milsom, 2017). Because adolescence is a malleable and
sensitive time, influences from a student’s microsystem are essential factors that can positively
or negatively contribute to a sense of belonging. As a school counselor is positioned within the
microsystem of an LGBTQ+ student, they may significantly influence the development of either
a positive or a negative relationship with school and self.
Background of the Problem
School counselors are intended to serve a diverse student population as part of the general
education programming in public schools. According to the American School Counselor
Association (ASCA) National Model, school counselors support students in academic,
college/career, and social-emotional domains (ASCA, 2019a). According to professional school
counseling ethical standards, advocacy for underserved and minority populations is integral to
the role (Shi & Doud, 2017), and school counselors are positioned to be advocates (ASCA,
2018). School counselors should be equipped to respond competently and with affirmation to
meet the needs of diverse students (Moe et al., 2015), although some still do not feel equipped to
correctly support LGBTQ+ youth. According to a study by Farmer et al. (2013), among mental
health professionals, school counselors reported the lowest levels of perceived competence in
working with LGBTQ+ youth.
3
LGBTQ+ youth require special care, as data continue to show campuses to be hostile
environments, leading to worse educational and psychological outcomes (Kosciw et al., 2020).
LGBTQ+ youth continue to experience harassment, bullying, and insulting remarks about their
identity and expression (Kosciw et al., 2020). With hostile campus climates affecting their
emotional state, LGBTQ+ students are at higher risk of self-harm and suicidal ideation (Johns et
al., 2020). Also, LGBTQ+ youth show an increased risk for drug and alcohol use and a
propensity for high-risk sexual encounters (Moe et al., 2015). According to the California
Equality Report Card (Equality California, 2022), LGBTQ+ populations experience higher rates
of homelessness, violence, depression, suicide, incarceration, and substance abuse compared
with their non-LGBTQ+ peers. Because students spend most of their time on a school campus, it
is vital that counselors provide a “safety net” against these disparities as a first line of protection
(Shi & Doud, 2017).
Middle schools must create affirming and safe spaces to support holistic identity
development during this crucial age. School counselors are positioned to support affirming
spaces and help eliminate barriers for LGBTQ+ youth to foster a sense of belonging (ASCA,
2022). A school counselor’s positionality and life experience may influence the advocacy
expectations within the role of advocate.
Statement of the Problem
LGBTQ+ youth make up a significant portion of the United States student population.
According to the UCLA Williams Institute, there are nearly two million students aged 13–17
who identify as LGBT, and in California alone there are an estimated 244,000 (Conron, 2020).
Middle school is a highly vulnerable time when adolescents need positive reinforcement around
their identity to ensure academic success and emotional well-being (ASCA, 2022). During
4
middle school, students experience incidences of harassment and bullying more frequently than
in high school or college (McEwing et al., 2019).
A sense of belonging for middle school students is an essential indicator for future
academic achievement and positive motivational and health outcomes (Kosciw et al., 2020;
Steiner et al., 2019). According to Pearson et al. (2007), LGBTQ+ students who feel stigmatized
within their school environment face poorer academic outcomes. Students who experience
weaker attachment to school and poor social integration may experience lower levels of
academic success. Beyond academic performance, LGBTQ+ youth experience more severe
mental health issues. LGBTQ+ youth contemplate suicide more than their heterosexual peers,
regardless of race or ethnicity (Johns et al., 2020). According to the Trevor Project, 45% of
LGBTQ+ youth seriously considered suicide within the last year, and 14% attempted suicide
(Trevor Project, 2017). LGBTQ+ youth are also at higher risk of experiencing victimization in
the form of harassment and sexual violence. Male students more frequently report feeling unsafe
and being threatened, whereas females report more incidences of bullying (online and in person)
and sexual victimization (Johns et al., 2020). Despite increased efforts and growth toward
fostering belonging and addressing hostile school environments (Equality California, 2022),
LGBTQ+ youth still often do not feel entirely safe or visible in schools (Kosciw et al., 2016).
Exacerbating the issue, 90% of educators reported observing LGBTQ+ harassment, but
only 30% consistently intervened (McCabe et al., 2013). LGBTQ+ youth still rate their sense of
belonging in school lower compared with their non-LGBTQ+ peers.
The school counselor’s role is to support all students’ success and improve student
outcomes. Defined with the role is an acknowledgment that school can be more difficult for
students with marginalized identities (ASCA, 2018), and their professional responsibility is to
5
foster a culture of respect and advocacy (ASCA, 2022). Moe et al. (2015) concluded that school
counselors with higher LGBTQ+ competence were more influential in affirming school
environments. According to McCabe et al. (2013), school counselors are more aware and
knowledgeable about LGBTQ+ issues and harassment than other school staff. Although school
counselors are poised to foster affirming spaces and increase belonging (ASCA, 2022), there is
no uniform effort to achieve this. While there have been shifts in the counseling profession
aimed at increasing support and advocacy for LGBTQ+ youth, little is known about counselors’
perceptions of these practices and how their positionality may affect their actions. This study
examined the perceptions of middle school counselors to gain insight into their ability and
willingness to support LGBTQ+ youths’ sense of belonging.
Purpose of the Study
This study examined how middle school counselors perceive their role in supporting
LGBTQ+ students’ sense of belonging on campus during the transformative age of adolescence.
This study sought to delineate the connection between a school counselor’s lived experience and
their ability and willingness to support LGBTQ+ students’ sense of belonging. This study also
examined what is currently being done by school counselors, if anything, to support LGBTQ+
students’ sense of belonging. Contributions and barriers within the school system may influence
this effort. External factors can be better understood to maintain or increase best practices.
Exploring the specific impact of school counselors can contribute to the profession’s growth by
indicating how counselors can make fundamental changes to the student experience.
Interviews were conducted with middle school counselors in a county in Northern
California to better understand experiences that contribute to their role, ultimately affecting
advocacy action. Using an ecological systems model, this study looked at how the role of a
6
school counselor exists in a student’s microsystem. This theory posits that interactions between
individuals and their immediate environment affect who they are (Bronfenbrenner, 1979).
Additionally, during adolescence, identity formation is paramount; therefore, the relationships
within the student’s microsystem hold great power and impact. Using a social cognitive lens can
help examine how counselors have developed patterns of behavior related to their competency
within the scope of the topic.
The following research questions guided this study:
1. What are the perceptions of middle school counselors of their role in promoting
LGBTQ+ students’ sense of belonging on campus?
2. How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging?
3. What, if anything, do middle school counselors do to create affirming environments
for LGBTQ+ students such that they feel a sense of belonging on school campuses?
Significance of the Study
This study was an attempt to increase understanding of the role and impact school
counselors have in contributing to LGBTQ+ students’ sense of belonging. Findings from this
study may benefit school counselors and school counselor educators to better understand the
factors that contribute to actions in creating affirming environments. Research has indicated
there is a consistent gap in LGBTQ+ youths’ sense of belonging, which is a detriment to their
physical and mental health and future outcomes. Understanding more about what influences a
counselor’s support of LGBTQ+ youth may contribute to moving toward improving the support
these students receive. Counselor educator programs may glean additional programming support
from this study necessary to empower and prepare school counselors to support marginalized
7
communities. Part of this work may involve reflection on one’s own positionality, which in part
is a recognition of one’s interaction with the problem one is trying to address (Andreotti, 2012).
For similar reasons, this study may be beneficial for administrators to assess what
supports are needed at the school site level. If lack of support is viewed as a performance gap,
Clark and Estes (2008) have suggested, leaders analyze people’s (school counselors’) knowledge
and organizational barriers to implement a program that works successfully. School counselors
may use these findings to improve their practice in assessing the prioritization of this topic in
relation to other aspects of their role. Findings from this study will illuminate the extent to which
school counselors can play a role in the development of their students’ sense of belonging. The
impact of the study resides in the ability of school counselors to view their role as a significant
contribution toward a student’s sense of belonging and to analyze their positionality concerning
this topic.
Limitations and Delimitations
There are limitations to the study due to its design. As I conducted one-on-one interviews
only once, this may not have allowed for deep rapport or sufficient time to process questions.
Additionally, due to the nature of the study, participants could have responded based on social
desirability bias. Another limitation to consider was that interviewed counselors who were
willing to participate may already consider themselves allies and therefore perceive their role as
crucial. This limitation did not allow for the examination of counselors who may not consider
themselves allies or who were uncomfortable with this topic. This study also intentionally
focused on the impact of school counselors and did not consider the many other factors that may
contribute to a student’s sense of belonging. The delimitations applied for this study were the site
8
level of the counselors (all middle school counselors) and the geographical region in which they
were interviewed (county in California).
Definition of Terms
The following is a list of key terms related to this study:
● Adolescence is the transitional phase between childhood and adulthood “that involves
physical, cognitive, emotional, and social changes” (Papalia et al., 2009, p. 354).
● ASCA is an acronym for the American School Counselor Association.
● LGBTQ+ “is an abbreviation for lesbian, gay, bisexual, transgender, queer or
questioning, and more. These terms are used to describe a person’s sexual orientation
or gender identity” (Lesbian, Gay, Bisexual & Transgender Community Center, n.d.).
● Sense of belonging is “the need to feel securely connected with others in the
environment and to experience oneself as worthy of love and respect” (Osterman,
2000, p. 325).
Organization of the Study
This dissertation is organized into five chapters. Chapter One provides an overview of the
study as well as key terms. Chapter Two provides a review of relevant literature and a discussion
of how the literature informs the conceptual framework. Chapter Three describes the study’s
methodology, including the data collection protocol and data analysis. Chapter Four documents
and analyzes the data. Finally, Chapter Five contains an interpretation of the findings,
implications for practice, and recommendations for future research.
9
Chapter Two: Review of the Literature
The role of the school counselor has shifted over the years due to an increased need to
holistically support an emerging group of diverse students. LGBTQ+ students are a population
needing special consideration, as much research has pointed to their negative experiences in
school and the devastating statistics of bullying and suicidality. School counselors are trained in
multicultural competencies and are ethically bound to support inclusive environments for
LGBTQ+ students to promote a sense of belonging. In this chapter, I review the role of the
school counselor to include the evolution of the role, issues of role confusion, counseling training
and standards, competency to support marginalized youth, and best practices. I then review
literature on sense of belonging in school and the effect supportive environments have on
LGBTQ+ youth. Next, I introduce LGBTQ+ students’ experience of hostile environments and
mental health through a lens of minority stress, as well as a discussion of legal protections and
the importance of school connectedness. I then discuss the middle school counselor within the
ecological systems model by describing the developmental stage of adolescence and
Bronfenbrenner’s ecological systems theory. In the final section, I discuss school counselor
positionality through the lens of social cognitive theory and a culture of heteronormativity. This
section includes potential influences on supportive action as well as a call to reframe school
counselors as agents of change.
Role of the School Counselor
School counseling has evolved over the last hundred years from an additional duty to a
position requiring specialized training. In the early 1900s, vocational counseling was a task
delegated to teachers as an extra duty, but teachers were quickly overrun with a burdensome
workload, which warranted a separate position (Cinotti, 2014). As vocational counseling
10
evolved, the role remained heavily directed by administration. Counselors attended to admindirected tasks that were often not job specific, contributing to wide variation in role continuity.
As understanding grew regarding the relationship among academic factors, vocational options,
and interests, the profession initiated its charge to create a comprehensive model to address
academic and social development (ASCA, 2003, as cited in Cinotti, 2014). Additionally, during
the 1950s, knowledge and concern with psychology expanded, contributing to the designation of
school counseling to address psychology within the academic realm (Cinotti, 2014). In the
1970s, the need emerged to further define a comprehensive model and attach efforts toward
measurable student outcomes (Gysbers & Henderson, 2006, as cited in Cinotti, 2014). This
charge recognized the need to frame counseling as a holistic program rather than a position held
by an individual (Gysbers & Henderson, 2006, as cited in Cinotti, 2014).
Although slow to flourish, throughout the 1980s and 1990s, there was continued
advocacy toward this vision. Momentum toward a comprehensive model was deterred by the
publishing of A Nation at Risk in 1983, which urged educators to focus heavily on testing.
Standardized testing fell to counselors (Cinotti, 2014). This action further misaligned an already
unclear role and took time away from counseling-aligned duties. The year 2001 provided a
fundamental shift, as the ASCA published its first iteration of the ASCA National Model. This
model aimed to give counselors and schools a more guided vision of the job role and
expectations. Perkins et al. (2010) also noted the need to clarify the role and initiated the
“Transforming School Counseling Initiative” (TSCI) in 2009. This initiative aimed to transform
how counselors were trained by including a shift in their focus from strictly mental health to
academic and student achievement–centered, systems-level thinking, rather than simply
addressing individual student needs (Perkins et al., 2010).
11
Although the counseling profession has significantly evolved, there is still huge variation
in the role based on administration-, district-, and school site–level needs and counselor
perspective. This role ambiguity can lead to burnout and dissatisfaction with the job, as well as
issues around professional identity. Understanding role confusion may help illuminate the
context around the school counselor’s professional identity, specifically around perceptions of
their role in advocacy that supports LGBTQ+ students.
Professional Identity and Role Confusion
Professional identity describes how we perceive ourselves within our professional
context and how we present this to others (Neary, 2014). According to Ibarra (1999), factors of
professional identity are formed by work socialization and peer observation. Gibson et al. (2018)
defined it as a mix of professional training and personal attributes. As history has shown, the
school counselor’s role has shifted throughout the years, contributing to role confusion and
ambiguity. The variation in role expectation correlates to low professional identity (Gibson et al.,
2018), which can affect action toward advocacy.
Low professional identity can arise for school counselors when there is a pull between
being labeled either an educator or a counselor (Toomey et al., 2012). Work setting and learning
at work can also affect self-identity and influence how a school counselor perceives their duty
toward a specific issue. Neary (2014) concluded that there is a fluid relationship between selfidentity and professional identity, heavily influencing how individuals perceive themselves.
Grant and Rothbard (2013) found that a defined professional role can increase job happiness by
contributing to a more robust professional identity.
The development of professional identity should start in counseling training programs. A
study by Busacca et al. (2010) showed a need for identity understanding in counseling students,
12
indicating a need to embed awareness of values and self-reflection in training courses.
Awareness of values early in counselor preparation may diminish role conflict, incongruence,
and ambiguity issues. Unfortunately, there is often a disconnect between what is learned in
school counseling preparation programs and the job site realities (Toomey et al., 2012).
Counseling Training and Standards
Most counselor training programs are at the master’s level and are accredited by the
Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016).
The competencies within are the entry-level standards for counselors, and eight curriculum areas
are required: ethics, social and cultural diversity, human development, career development,
counseling and helping relationships, group counseling and group work, research and program
evaluation, and assessment and testing (CACREP, 2016).
Although the social and cultural diversity curriculum explores aspects of positionality,
standards lack a more concerted effort to develop the counselor’s professional identity.
Multicultural counseling competencies attempt to address this need and can be found in both
CACREP competencies and ASCA professional standards (ASCA, 2019b; CACREP, 2016).
Multicultural Counseling Competencies and Standards (MCC), developed in 1992, are
aspirational standards and characteristics that include counselor self-awareness, awareness of the
client’s worldview, and knowledge of culturally sensitive interventions (Sue et al., 1992). These
domains were later revamped to include social justice competencies known as Multicultural and
Social Justice Counseling Competencies (MSJCC; Ratts et al., 2016).
In the field, the profession is primarily guided by the standards of the American School
Counselor Association. The ASCA model guides the development of comprehensive school
counseling programs. The four principles of the national model include define, manage, deliver,
13
and assess (ASCA, 2019a). The define portion is designated by both student standards and
professional counseling standards defined by mindsets and behavior competencies (ASCA,
2021). The professional standards and competencies are to ensure all counselors are equipped to
implement a program to address academic, social/emotional, and career readiness for all students
(ASCA, 2019b). Beyond that, ASCA provides numerous position statements regarding best
practices and special populations. Specifically, the position statement regarding working with
LGBTQ+ youth explicitly states that the school counselor’s role is to promote, affirm, and
respect LGBTQ+ students while recognizing their minority identity and experience in schools
(ASCA, 2020).
Competency to Support Marginalized Youth
Training programs recognize the importance of preparing school counselors to work with
diverse populations in schools, but there are no competencies specifically addressing the
LGBTQ+ population. Research has identified low skill levels among school counselor trainees,
as graduate counseling programs are not providing enough training for counselors to work with
youth who identify with nondominant sexual identities (Bidell, 2012; Graham et al., 2012;
Salpietro et al., 2019). Much research has pointed to the lack of counselor preparedness to work
with LGBTQ+ youth. The Gay, Lesbian, and Straight Education Network (GLSEN et al., 2019)
reported that at least one third of school counselors surveyed never received formal training on
issues surrounding LGBTQ+ youth. Kull et al. (2017) corroborated the need for more training to
include professional development and district support, as many school counselors have good
intentions to support this population but need more training. Farmer et al. (2013) found that both
counselor trainees and working counselors reported high affirmative attitudes toward LGBTQ+
youth but lower knowledge and skills, indicating a need to increase competence during training.
14
Among school health professionals, school counselors had little to no knowledge of LGBTQ+
community organizations or other counselors experienced with LGBTQ+-specific concerns
(Mahdi et al., 2014). This lack of knowledge is problematic, as part of the role of school
counselor is to refer out or find resources based on student needs. Despite this, school counselors
are motivated to adhere to ethical guidelines placed on the role and to work with LGBTQ+
students due to professional standards, personal identity, and personal commitment (Goodrich,
2017).
Ally Development and Best Practices
With an evidenced lack of training and competence to support LGBTQ+ youth, it is
paramount that school counselors develop as allies to serve the population more adequately.
School counselors are on the frontlines to be allies to LGBTQ+ youth, as they may know most
students on campus and can foster meaningful relationships by supporting an LGBTQaffirmative climate (Byrd & Hays, 2012). According to Cooper et al. (2014), methods of
preparedness need to move beyond basic training, such as learning correct gender terminology,
and move to a process of ally development. Ally development includes personal awareness,
knowledge, skills, and action. Harper and Singh (2014) discussed adapting a model of ally
development for counselors who work with LGBTQ+ youth. The Heterosexual Ally Identity
Development (HAID) model provides a process to arrive at allyship by exploring one’s identity
as well as environmental factors that contribute to the oppression of LGBTQ+ people.
Counselors who arrive at and identify as an ally for social justice will be able to align their
identity to their counseling role and syncopate the behaviors of an advocate (Harper & Singh,
2014). Allyship would allow counselors to be affirmative and positive influences in the spaces in
which they carry power, while fostering environments of self-acceptance and relational,
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emotional, and social development. As such, allyship identity aligns with ASCA’s mindsets and
behaviors for professionals (ASCA, 2021).
Allyship also involves advocacy within the school system. School counselors can be
collaborative advocates and embed practices within a school counseling program. For example,
Gonzalez and McNulty (2010) discussed four strategies to maximize advocacy: effective
messaging about acceptance, student empowerment and voice, continuous school personnel
education, and community collaboration. Similarly, Asplund and Ordway (2018) offered the
School Counselors Educate, Affirm, Respond, and Empower (SCEARE) model to promote an
LGBTQ+-inclusive school climate. In an effort to improve the school experience for LGBTQ+
youth, the Gay, Lesbian, and Straight Education Network (GLSEN et al., 2019) has
recommended that school counseling programs create and model accepting environments by
using and promoting inclusive language. In working individually, the counselor should be a
listener who asks questions to show investment, identifies and praises students’ courage in any
shared information, and demonstrates understanding, compassion, and acceptance. The Change
Agent for Equity (CAFE) model offers a framework for school counselors to center their
professional identity as a “change agent” to drive the work done within their counseling program
to promote equity and access for all students (Mason et al., 2013). For adequate support of
LGBTQ+ youths’ sense of belonging, counselors must shift the framework of the profession to
integrate equity-driven work in their professional identity (Mason et al., 2013).
Sense of Belonging
A sense of belonging is an essential factor in the student experience that can have direct
implications for academic outcomes and becoming a well-adjusted adult (Osterman, 2000).
Maslow (1943) developed a theory of human motivation that explains five levels of human need.
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These needs are hierarchical; once needs are satisfied in one area, a person may be motivated to
move to the next level. Among the foundational needs are physiological needs, such as food,
water, and shelter; then safety and stability, followed by love and belonging. Belonging takes
precedence over self-esteem or self-actualization (Maslow, 1943). Love and belonging are social
in nature, as interpersonal relationships and group membership are essential. This need to belong
is especially crucial during middle school and adolescence (Erikson, 1950).
Baumeister and Leary (1995) determined that two factors must be present to satisfy
belonging. First, one must experience frequent positive interactions within the environment;
second, belonging must occur in an environment with stable reciprocity of concern for each
other. In the school environment, Osterman (2000) asserted, feelings of belonging in school are
associated with increased academic performance, engagement, and attendance and a greater
commitment to the school. Osterman’s research adds to the seminal research provided by
Goodenow and Grady (1993) regarding school belonging and its effect on student motivation.
Goodenow and Grady’s quantitative research (1993) indicated that students’ subjective sense of
school belonging positively influences participation and engagement. Students with a greater
sense of school belonging are more intrinsically motivated and well adjusted (Cemalcilar, 2010).
Additionally, researchers found that students with a higher sense of school belonging were less
anxious and lonely, more social and independent, and more academically successful (Cemalcilar,
2010). Looking at a sense of belonging within the LGBTQ+ population, Hatchel and Marx
(2018) employed structural equation modeling using data from the California Healthy Kids
Survey. Findings indicated that substance abuse and peer victimization are moderated by school
belonging. As research has shown, school belonging influences positive outcomes and can be a
protective factor against negative ones.
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Supportive School Climate and LGBTQ+ Youth
All students deserve a school environment that fosters growth and affirms their identity,
as school-based LGBTQ+ support and supportive educators can mitigate the severity of unsafe
feelings and incidences of victimization (Gower et al., 2018). Meaningful inclusion of LGBTQ+
students so that they feel a sense of belonging requires a positive school climate to include a safe
environment, anti-harassment policies, visible representation, and affirmative adults (Cerezo &
Bergfeld, 2013; Kosciw et al., 2013; Sadowski, 2016). Positive effects on climate include
inclusive sex education curricula (Proulx et al., 2019), LGBTQ+ staff representation (Cerezo &
Bergfeld, 2013), and creating counter spaces to combat heteronormative environments in the
form of Gay Straight Alliances (GSAs), all of which benefit student belonging (Kosciw et al.,
2013). While these practices have a massive positive impact, research has suggested that the
presence of a supportive and affirming staff member has the most substantial impact on school
climate (Aldridge & McChesney, 2018; Allen et al., 2016; Kiefer et al., 2015; Kosciw et al.,
2013; Kosciw et al., 2016; Russell et al., 2016). Moreover, teacher support is critical to fostering
belonging at the middle school level (Kiefer et al., 2015). In a mixed methods study, Kiefer et al.
(2015) found peer support to be fundamental, but results suggested that teacher involvement had
stronger associations with a sense of belonging. Students who are able to identify a supportive
staff member are more likely to feel safe at school, fare better academically, think about
postsecondary options (Kosciw et al., 2016), and engage in and attend school more (Colvin et al.,
2019).
Supportive school climates also have mental health impacts. Supportive school climates
are associated with positive mental health outcomes, especially when students feel like they can
go to a teacher for help (Colvin et al., 2019). Aldridge and McChesney (2018) conducted a
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mixed methods literature review to identify associations between mental health and school
climate. Findings indicated that supportive educators were fundamental to lower mental health
struggles. Additionally, educators can be a protective factor for students by modeling accepting
behaviors and taking authoritative actions when necessary (Martín-Castillo et al., 2020).
Although much is being done to support LGBTQ+ youth, support must go beyond policy
and investigate other methods of support (Choi et al., 2017). Educators significantly influence
students’ experience; therefore, educators must consider how their positionality either
perpetuates or disrupts a sense of belonging for students.
The LGBTQ+ Student
LGBTQ+ youth make up a significant portion of the United States student population.
According to the UCLA Williams Institute, nearly two million students aged 13–17 identify as
LGBTQ+, and in California alone, there are an estimated 244,000 (Conron, 2020). LGBTQ+
students have a unique educational experience due to their marginalized identity; they can
experience hostile school environments and may face mental health issues in middle school.
Looking through the lens of minority stress theory will adequately frame the LGBTQ+
experience.
Minority Stress Theory
Minority stress theory can describe the stigmatization of minoritized people in greater
society. Meyer (2003) posited that sexual minorities face unique and hostile stressors that
negatively affect mental and physical health outcomes. When LGBTQ+ youth experience
prejudice and discrimination, it can create hostile and stressful social environments that
ultimately affect their health (Meyer, 2003). Sexual orientation–based disparities are prevalent in
schools and can affect academic outcomes, a sense of belonging, and health outcomes (Poteat,
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2014). Meyer described chronic stressors that compose the minority experience as distal and
proximal. Distal stressors are defined by outward experiences such as harassment, while
proximal stressors are more internalized negativity (Meyer, 2003, as cited in Poteat, 2014).
Understanding minority stress can frame LGBTQ+ students’ experience in schools to better
understand what may be needed to improve outcomes.
Hostile Environment and Negative Mental Health Outcomes
As framed through the minority stress model, LGBTQ+ students experience school as a
hostile environment. Hostile environments make people feel unsafe. After a meta-analytic
review, Toomey and Russell (2016) concluded that LGBTQ+ youth experience moderately
higher levels of school-based victimization compared with heterosexual youth. Johns et al.
(2020) examined national trends in LGBTQ+ victimization and suicide risk; definitively,
LGBTQ+ youth experience more victimization and suicide risk than their heterosexual peers
(Kosciw et al., 2014). Additionally, middle school has the highest prevalence of verbal and
physical harassment, and students are less likely to speak up against bullying (McEwing et al.,
2019).
Middle school is a pivotal stage of development, and many stigmatized youths disengage
from school, showing adverse academic outcomes, higher substance abuse, and a lower sense of
belonging (Pearson et al., 2007). This stigmatization can cause an academic disadvantage and
disconnection from school. Finn (1989) correlated stigmatization and feeling “othered” to school
disengagement. Pizmony-Levy and Kosciw (2016) posited that hearing anti-LGBTQ+ language
in school can lead to missing school and a decreased sense of belonging. Kann et al. (2018)
added that LGBTQ+ students have a higher risk of engaging in substance use and abuse and are
more likely to miss school because of safety concerns. Academically, LGBTQ+ students suffer;
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Schmidt and Nilsson (2006) posited that postsecondary decision making is more challenging for
students experiencing social, emotional, and identity distress and, therefore, career
indecisiveness. In one study, compared with heterosexual students, more LGBTQ+ students had
not identified a postsecondary plan (Kosciw et al., 2014).
Unlike racial and ethnic minorities, LGBTQ+ students may be the only person they know
who identifies as they do. Whereas a family of a racial minority might relate a shared experience
and provide understanding, empowering cultural support, and coping strategies, LGBTQ+ youth
may not have access to those protective layers (Shi & Doud, 2017). Additional intolerance may
also be experienced by the LGBTQ+ population based on religious beliefs (Shi & Doud, 2017).
This is made worse because positive and affirming environments are not in abundance.
According to a nationwide survey done by the Human Rights Campaign, only 13% of LGBTQ+
students in schools reported hearing positive messages about being LGBTQ+. Only 10% of
students reported having a comprehensive anti-bullying policy that includes gender identity and
expression (Human Rights Campaign and the University of Connecticut, 2018).
Affirmative environments can be protective factors against these experiences, as
LGBTQ+ youth who live in supportive communities report lower rates of suicidality (Equality
California, 2022). The risk of suicide attempts is 20% lower in supportive environments
compared with unsupportive ones (Hatzenbuehler, 2011). Students at schools that foster
connectedness and support LGBTQ+ students have more positive outcomes and a lower risk of
self-harm (Hatzenbuehler, 2011).
Legal Protections and Policies
Legal protections are in place to support a more positive educational experience for
LGBTQ+ youth. Title IX, established in 1972, forbids discrimination based on sex to include
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educational programs and activities at any federally funded school (U.S. Department of
Education, 2021). Protection encompasses gender expression and requires schools to call
students by their chosen name and allow them to dress in alliance with their identity (ACLU of
Southern California, 2018). Additionally, several California Education Codes are in place to help
address issues of inequity and discrimination. Sections 200–220 of the California Education
Code ensure that schools protect students from bias and discrimination, including harassment
around sexual identity, actual or perceived (ACLU of Southern California, 2018). Seth’s Law
(2011) brought about prioritizing anti-bullying policy and adoption; administrators and staff
must intervene if they witness discrimination or bullying if it can be done so safely (Equality
California, 2022), Under the Federal Equal Access Act (EAA) of 1984, GSAs and other
affirming clubs are permitted just as are other noncurricular clubs (ACLU of Southern
California, 2018). Additionally, the U.S. and California constitutions protect students’ right to
privacy; school staff cannot disclose information about identity to parents or guardians without
explicit permission (ACLU of Southern California, 2018).
In addition to education codes, several assembly bills ensure protection. Assembly Bill
493 explains the creation of a California Department of Education (CDE) website to supply
districts with LGBTQ+ resources (Equality California, 2022). Assembly Bill 2246 (2016) and
AB 2639 (2018) require the adoption of policies that incorporate the LGBTQ+ experience as
well as suicide prevention training for teachers and staff (Equality California, 2022). Equally
important is the FAIR Education Act (2011). This act requires the incorporation of roles and
contributions of LGBTQ+ and other minoritized groups to be visible in the curriculum.
Similarly, Section 48907 allows discussion about LGBTQ+ issues in school without reprimand
(ACLU of Southern California, 2018).
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The California Equity Report Card (Equality California, 2022) provided promising data
regarding the increased statewide adoption of inclusive curricula and policies against bullying
and harassment. For example, 78.5% of U.S. schools in the sample reported they identified as
safe spaces for LGBTQ+ and transgender youth. Also, 96.1% of schools identified a harassment
policy (Johns et al., 2019). Representation in educational law is one of the factors that can
positively affect school belonging (Cerezo & Bergfield, 2013), although policy implementation
is overwhelmingly reactionary, potentially making the school environment harsher (ASCD,
2005). Understanding these laws is the best way to ensure their effectiveness. Additionally,
continuity with implementation can increase a sense of belonging (Saewyc et al., 2014).
Middle School Counselor Within the Ecological Systems Model
Middle school is a turbulent time for students as they navigate life and school through
adolescence. Erikson (1950) explained that adolescence is signified by the stage of identity
versus role confusion. This stage, among other things, is consumed with identity development
and self-understanding (Erikson, 1950). Social aspects influence this developmental stage as
people search for where they might fit into a group. As such, middle school students are highly
susceptible to social influence, both negative and positive. Because of this, middle school is a
vital time to instill emotional intelligence and develop social-emotional learning skills (Mann et
al., 2014). Emotional well-being is fostered by adults showing respect and compassion to
students at high levels (Mann et al., 2014). Adverse experiences such as harassment or teasing
may affect self-worth (Brill & Kenney, 2016); therefore, feelings of inclusion are paramount.
Although identity constantly evolves over a lifespan, adolescence is the foundational age where
the self-image is created (Cherry, 2022). As such, experiences in middle school may shape
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students’ lives. For LGBTQ+ students, adolescence may prove more challenging, as they have
low representation, and their unique experiences may occur in isolation (Shi & Doud, 2017).
Middle school counselors can be a lever to support confidence building and identity
development among LGBTQ+ youth (Brill & Kenney, 2016). Bronfenbrenner’s ecological
systems model (1979) can be used to explore a counselor’s influence in an LGBTQ+ student’s
environment. The model explores how systemic elements from varying contexts (social, cultural,
economic, political) influence one another and how these diverse systems interact and influence
an individual’s development over a lifetime (Bronfenbrenner, 1979, 2001). Development is
shaped by interactions and relationships within five layers: microsystem, mesosystem,
exosystem, macrosystem, and chronosystem (Bronfenbrenner & Evans, 2000). The microsystem
is made up of groups or people who have direct contact with the student. This includes school,
peers, and family for a middle school student. The mesosystem comprises the relationships
between the groups or people within the student’s microsystem (i.e., parent and teacher). The
exosystem involves social settings that do not directly interact with the student but still can
influence their life (i.e., parents’ work life). The macrosystem includes the overarching culture
that influences and places the student in said system. Finally, the chronosystem is explained by
changes in the environment and the student over time.
Middle school counselors are within the microsystem, as they have direct access to and
interaction with the student. The microsystem greatly influences relationships and social
interactions; therefore, counselors may significantly influence a sense of belonging at school. In
addition to understanding the LGBTQ+ students’ sphere of influence, it is essential to note that
school counselors also have a personal microsystem in which they operate. They have their own
social circle, family, work setting, and students who comprise their direct influence. Within the
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microsystem of a school, counselors are influenced by their ideas, perceptions, and attitudes.
This influence undoubtedly shapes who they are and how they present in their job role.
Understanding more about school counselor positionality will help to determine whether it
affects perceptions of their role regarding LGBTQ+ students’ sense of belonging.
School Counselor Positionality
In understanding more about the experience of LGBTQ+ students, the positive effects of
an affirmative school climate, and the school counselor’s role, the positionality of the people
poised to be agents of change within the system needs to be examined. Schools are a microcosm
of the larger culture, which bears heteronormative ideals and systematic oppression (Goodhand
& Brown, 2016). This can present itself in policies, curriculum implementation, and school
culture, which is heavily influenced by the adults on campus. By exploring this reality, school
counselors may embed the ideals of a “change agent” through their work with LGBTQ+ youth.
This section will tie social cognitive theory to the positionality of the school counselor by
exploring how beliefs and values are shaped and, in turn, perpetuated through their work. In
exploring perceptions of school counselors, the research needs to take into account not only the
job mandates and expectations but also the internal process that motivates action.
Heteronormativity
Heteronormativity is entrenched in our culture; as such, it generally stigmatizes and
silences people who exhibit atypical gender behavior or are LGBTQ+. Heteronormative practices
are evident in every facet of the education system, from the curriculum policies that promote a
gender binary system to avoiding issues of diversity and privilege (Goodhand & Brown, 2016).
These norms influence the school’s culture and significantly affect students who identify as
LGBTQ+. In school, students learn from interactions with people within their microsystems,
25
which can shape their perceptions of the culture and expectations put on them (Goodhand &
Brown, 2016). Pressures associated with heteronormativity are predominantly present during
adolescence, especially in middle school (Toomey et al., 2012), which invites the continued
presence of oppression and discrimination against LGBTQ+ youth. The school staff perpetuate
this construct, although staff can recognize heteronormative practices through psychoeducation
and discussion (Goodhand & Brown, 2016). School counselors may need to understand and
recognize how heteronormativity affects their perceptions and actions.
Social Cognitive Theory and Social Constructivism
Exploring school counselors’ perceptions of their role requires understanding how people
form behaviors and the origins of influence. Social cognitive theory (SCT) allows exploration
into how social contexts influence thought and action. Social cognitive theory, initially
developed in 1986 by Albert Bandura, posits that learning occurs in a social context that involves
reciprocal interactions among the person, environment, and behaviors portrayed. Environments
can shape a person’s current behaviors and self-efficacy. Past experiences can then be seen as
either influence or reinforcement for developing and continuing behaviors, emphasizing social
influence (Bandura, 1986). Additionally, Bruner (2008) noted that we construct meaning in
childhood, and our meaning making can carry into adulthood. These meanings can be shared
through cultures and customs and help explain dispositions in specific directions. Social
cognitive theory and constructivism help explain behavior and can speak toward the
development of positionality. Within a school counseling role, behavior and performance are
affected by the personal and environmental factors that have shaped that counselor (Harris et al.,
2018).
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Self-efficacy is a component of SCT and posits that if one believes one has the
competence to do something, it increases persistence to complete it (Bandura, 1977; Harris et al.,
2018). Harris et al. (2018) found that school counselors’ positive self-efficacy in working with
minority families was related to feelings of multicultural competence. Through a social cognitive
lens, how school counselors serve their students is intrinsically tied to their experience.
Positionality may affect self-efficacy in working with LGBTQ+ students to influence action and
support. Clark (2010) stated that school counselors generate attitudes about the LGBTQ+
community through experiential and expressive means. In discussing how to integrate empathy
into the counseling process, a person may channel their empathy from the contexts of their own
experience or knowledge and react from that space (Rogers, 1964, as cited in Clark, 2010). This
acknowledgment grounds the work from an internal position, heavily influenced by internal
factors. How school counselors express their attitudes can significantly disrupt heteronormativity
in their work with LGBTQ+ students (Clark, 2010).
Agency of Professional Identity
Professional identity can be defined in terms of how one upholds standards of practice
and conformity to national recommendations in the school counseling role. That narrow
definition does not account for the positionality of the person in that role, which undoubtedly has
an influence on the quality of services provided. In addition to following standards of practice,
which more frequently include inclusive and affirming practices, school counselors should be
highly aware of their own personal beliefs and values and how those might negatively or
positively influence their students. This section discusses the positionality of school counselors
and incorporating the notion of a “change agent” into professional identity.
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Positionality is linked to professional identity in that it can affect how one works within
one’s role and with students. McCabe et al. (2013) found that educators who made decisions to
advocate for LGBTQ+ youth were influenced by family, friends, and colleagues. González
(2016) found that while there were structural barriers to advocacy for LGBTQ+ students, such as
large caseloads, lack of time, and non-counseling duties, religious intolerance was a noticeable
barrier to support. In a study of high school counselors, Hall et al. (2013) found that while 90.7%
of counselors had engaged in counseling conversations with questioning or LGBTQ+ students
about their identity, 28.6% of participants believed to some degree that the LGBTQ+ lifestyle
was immoral, 28.2% indicated that they believe homosexuality is a sin that should be
condemned, and 16.4% reported that homosexuality is a mental disorder that can be treated
through spiritual help or counseling. These beliefs can enforce troubling realities for LGBTQ+
students. The way a counselor views the LGBTQ+ community shapes the counselor’s capability
to serve LGBTQ+ students. Simons et al. (2017) found that school counselors who held more
favorable views of the LGBTQ+ community were likely to engage in advocacy efforts to support
their LGBTQ+ students. Some school counselors reported that they were unwilling to advocate
for LGBTQ+ students, while others felt confident to do so.
School counselors who self-identify as change agents enact changes in their school
setting by forming a positive working relationship within the community and teaching their
students self-advocacy skills (Singh et al., 2010). Goodrich et al. (2013) identified a need to
embed systems-level intervention and the label of systematic change agent in best practices for
school counselors, as they are poised to be social justice advocates and actively work to promote
change within the school system. Bidell (2012) stated that by increasing multicultural
28
competence, skills, and knowledge, school counselors would be better prepared to support
LGBTQ+ youth to be social justice advocates.
One of the barriers that school counselors face in activating change is what Bemak and
Chung (2008) label “nice counselor syndrome.” Many well-intended and equity-minded
counselors fall victim to nice counselor syndrome because of a preference and tendency to be
harmonizers. Counselors typically work to create affable campus environments, which innately
goes against disruption of the status quo: “The value these counselors place on being viewed as
nice people by others overshadows their willingness to implement multicultural/social justice
advocacy and organizational change services” (Bemak & Chung, 2008, p. 374). This aversion to
disruption is coupled with the expectation of other school personnel regarding a counselor’s
duties. When a counselor must abide by every whim and request of the administration or teacher,
they are losing time directed to addressing educational inequities. To overcome nice counselor
syndrome, Bemak and Chung recommended practicing multicultural and social justice advocacy.
Part of this work is being able to identify one’s personal relationship with and struggles of
advocacy, although this alone does not prevent interference with systematizing advocacy.
According to Owen-Pugh and Baines (2014), school counselors must reflect on their
biases and be aware of the oppression their LGBTQ+ students face. Additionally, school
counseling requires an affirmative framework. An affirmative framework addresses and
normalizes minority stress, embeds emotional affirmation and awareness, empowers and
validates, and provides supportive relationships (Proujansky & Pachankis, 2014). Counselors can
provide students with a safe, accepting educational environment by embracing their role as a
change agent and social advocate (Mason et al., 2013).
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Conceptual Framework
Ravitch and Carl (2016) described the relevance of a conceptual framework to argue for
the significance of a study, done by grounding the topic through the multiple contexts the
research is navigating. As Maxwell (2013) stated, the conceptual framework needs to be built by
the researcher even though one may be borrowing from other sources and theories. This study
was designed to identify how the perceptions of middle school counselors affect LGBTQ+
students’ sense of belonging with implications from social cognitive theory. This study first
aimed to frame the experience of an LGBTQ+ middle school student using Erikson’s (1950)
stages of psychosocial development. This adolescent stage of development is a crucial time for
identity formation and social acceptance. Within this framing, I also placed the LGBTQ+ student
and their sense of belonging at the center of the ecological systems model offered by
Bronfenbrenner (1979). I theorized that the adolescent stage of development contributes to the
importance placed on sense of belonging, and, therefore, looking at the surrounding microsystem
will illuminate the contributing factors, or lack thereof, from the specific role of a school
counselor. Within the microsystem, I examined the role of middle school counselor and how
counselors’ perception of their role may have contributed to advocacy and affirmation of the
students’ sense of belonging.
Underpinning these factors is Bandura’s (1986) social cognitive theory. The theory posits
that learning occurs in a social context with a dynamic and reciprocal relationship among the
person, environment, and behavior. This lens can link past experiences to their influence on
current behaviors via social influence. I asserted that for effective support of LGBTQ+ youths’
sense of belonging, counselors must acknowledge elements that affect professional identity to
include the counselors’ beliefs and values (Mason et al., 2013). This qualitative study sought to
30
center the phenomenon of relational understanding between these groups (counselors and
students) to understand the effect on sense of belonging.
In Figure 1, the LGBTQ+ student is in the center of the ecological systems model. The
figure contains only the microsystem, as this is the focus of the study. Although not addressed
here, Bronfenbrenner’s model has multiple dimensions. The microsystem in the figure includes
the LGBTQ+ student’s family, peers, community, and middle school (MS) counselor. The figure
details influences from different factors that affect the student at the center. One aspect
considered is the developmental stage of adolescence, framed by Erikson’s stages of
development, which is a crucial time for relationship and identity development. Of particular
importance to this study is the effect the middle school counselors have on the student. The MS
counselor is enveloped by SCT, because this is the framing to explain the counselor’s
positionality as it has developed through social learning and past experiences. This positionality
affects the perceptions and behaviors of the counselors, as seen with arrows moving toward the
student at the center.
The conceptual framework guided the research questions and methodological approach
discussed in Chapter Three. The research questions center inquiry pertaining to the perceptions
of school counselors and attempted to discover how positionality may affect perceptions of the
school counseling role. The methodological approach aimed to hear directly from participants
with a semi-structured interview.
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Figure 1
Conceptual Framework Using Bronfenbrenner’s Ecological Systems Model
Conclusion
Despite the increased legislation to protect LGBTQ+ students (ACLU, Equality
California 2022) and the increased focus on creating competent school counseling programs,
practitioners are still reporting an inadequate ability to work with the population (Bidell, 2012;
Farmer et al., 2013; Graham et al., 2012; Kull et al., 2017; Mahdi et al., 2014). A significant
32
amount of literature speaks to the negative experiences and outcomes these students face
(Human Rights Campaign and the University of Connecticut, 2018; Johns et al., 2020; McEwing
et al., 2019; Pearson et al., 2007; Pizmony-Levy & Kosciw, 2016; Schmidt & Nilsson, 2006;
Toomey & Russell, 2016) as well as the significance and benefit of belonging in a school setting
(Aldridge & McChesney, 2018; Cemalcilar, 2010; Kosciw et al., 2016).
Feeling accepted and respected on campus can increase achievement (Finn, 1989; Kosciw
et al., 2016; Osterman, 2000). Organizations such as a GSA have a positive impact on belonging
(Colvin et al., 2019; Gower et al., 2018; Kosciw et al., 2013), as do inclusive curricula and
representation (Proulx et al., 2019). Of astounding importance, adult affirmation can be a
powerful protective factor against the challenges faced by LGBTQ+ youth (Aldridge &
McChesney, 2018; Allen et al., 2016; Kiefer et al., 2015; Kosciw et al., 2016; Martín-Castillo et
al., 2020). The positionality of counselors needs to be considered in terms of how it might
influence action and perceived duty toward advocacy in creating spaces of belonging for
LGBTQ+ youth. With the immense possibilities to enhance the role of the school counselor to
one of change agent, there is a need to better understand the individuals who make up the group
of middle school counselors, who are front and center working with LGBTQ+ students during
their most vulnerable years.
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Chapter Three: Methodology
The goal of this dissertation was to study how middle school counselors perceive their
role in supporting LGBTQ+ students’ sense of belonging. A qualitative design was chosen in
order to ascertain a better understanding of the positionality of school counselors and its potential
effect on the work they do. Based on the literature, a sense of belonging may be affected most
heavily by adult support on campus (Aldridge & McChesney, 2018; Allen et al., 2016; Kiefer et
al., 2015; Kosciw et al., 2013; Kosciw et al., 2016; Russell, 2016). Therefore, it is important to
understand the factors that contribute to counselor support of LGBTQ+ students. This chapter
describes the methodology and rationale for this qualitative approach. The purpose of the study,
an overview of the research design, the sample and population, the instruments and protocols
used, data collection, and data analysis are addressed.
Statement of the Problem
LGBTQ+ youth account for nearly two million students aged 13–17 in the United States
(Conron, 2020), and a plethora of research has suggested LGBTQ+ students continue to face
multiple adverse academic and social-emotional outcomes (Kosciw et al., 2020; Steiner et al.,
2019). LGBTQ+ students who do not have affirming school climates or who experience trauma
during adolescence risk developing maladaptive coping skills (Arvidson et al., 2011).
Additionally, the middle school experience is an especially crucial time to foster a sense
of belonging, and the characteristics of adolescence contribute to that importance. Although
school counselors are poised to foster affirming spaces and increase belonging (ASCA, 2022),
there is no uniform effort to achieve this. Data have suggested not only a lack of readiness or
skills to support LGBTQ+ students properly (Bidell, 2012; Graham et al., 2012; Salpietro et al.,
34
2019) but also low professional identity (Busacca et al., 2010), specifically around counselors’
perceptions of their role in advocacy supporting LGBTQ+ students.
Purpose of the Study
The purpose of this study was to examine how middle school counselors perceive their
role in supporting LGBTQ+ students’ sense of belonging on campus during the transformative
age of adolescence. This study explored the connection between a school counselor’s lived
experience and their ability and willingness to support LGBTQ+ students’ sense of belonging.
Understanding these factors will speak to contributions or barriers that influence this effort.
Exploring the specific impact of school counselors can contribute to the profession’s growth by
determining how fundamental changes can be made to the student experience. Interviews were
conducted with middle school counselors within a county in Northern California to understand
experiences that contribute to their professional identity, ultimately affecting advocacy action.
The following research questions guided this study:
1. What are the perceptions of middle school counselors of their role in promoting
LGBTQ+ students’ sense of belonging on campus?
2. How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging?
3. What, if anything, do middle school counselors do to create affirming environments
for LGBTQ+ students such that they feel a sense of belonging on school campuses?
Overview of Research Design
Because this study was intended to describe individuals’ perceptions and positionality
regarding their practice, I selected a phenomenological research design that would allow for
inductive exploration (Lochmiller & Lester, 2017; Merriam & Tisdell, 2016). Qualitative
35
research is best suited for efforts in meaning making around a particular phenomenon
experienced in natural environments (Lochmiller & Lester, 2017). A phenomenological approach
aligned with the research problem due to the complexity of issues surrounding positionality and
LGBTQ+ youth, which required listening to perspectives directly from middle school
counselors. An inquiry-based approach attempted to discover the research participants’
perceptions (Malloy, 2011). This study design was intended to elicit the perceptions of middle
school counselors based on their experience, which best informed the study’s purpose of
discovering factors influencing school counselors to support a sense of belonging for LGBTQ+
youth.
Sample and Population
This study qualified as purposive convenience sampling based on the need to identify and
solicit the participation of a specific group, middle school counselors (Johnson & Christensen,
2017). One type of purposeful sampling, convenience sampling, is a strategy used to access a
typical site that is not unusual. Using convenience sampling for the study was necessary based on
the accessibility and availability of the middle school counselors within the Northern California
county. Maxwell (2013) explained that using a purposive sample assists in attaining the best data
for the study, as the researcher speaks directly to people with experience to answer the research
questions.
Sample Criteria
Merriam and Tisdell (2016) discussed a criterion-based selection for qualitative studies,
which sets the characteristics of interest before making selections. For this study, the criteria
were middle school counselors who have worked in the profession for at least 2 years in a
Northern California county. The minimum experience requirement helped narrow the focus to
36
counselors with a more established program so that the data collected would reflect their practice
and avoid any barriers; for example, a new counselor might still be settling in and not fully
functioning. In order to enhance understanding of counselors’ positionality and its possible effect
on services to LGBTQ+ youth, it was imperative to interview middle school counselors
throughout the county. This study did not necessarily seek out counselors with well-known or
strong programs for LGBTQ+ youth but rather sought out any typical school setting, as most
counselor accreditation and professional standards equip working counselors with competencies
around supporting marginalized youth (ASCA, 2019b; CACREP, 2016).
The research questions revolved around better understanding how a counselor perceives
their role and how and why that might differ from another. As such, an emergent research design
(Lochmiller & Lester, 2017; Merriam & Tisdell, 2016) was employed to adapt to new ideas,
concepts, and findings while conducting research. This iterative process allowed for
consideration of changes (Locke et al., 2010) as new information was learned through the
sampling and data collection process. I was prepared to use a combination of self-selection and
snowball sampling. First, I contacted all county middle school counselors via an email list
provided by the county office of education to find volunteers to be interviewed. This method met
the sample goal of at least 10; therefore, snowball sampling was not necessary. The inclusion
criteria used in this study is listed below:
1. Two or more years of experience as a middle school counselor
2. Serving in charter, public, or private middle school or K–8 school that serves middle
school students as a full-time counselor.
3. Serving in a county in Northern California
37
Setting
The research participants came from middle schools in a Northern California county with
a diverse population and environmental setting. It was unknown which school districts the
participants would be coming from, but the county hosts a wide range of settings, from urban to
rural, liberal to conservative, predominantly White to predominantly Latinx populations. This
variety enhanced the rich data received, and these factors may have influenced and contributed to
perceptions of counselors, and, in turn, the data collected. I employed thick description in data
collection to account for these contextual yet meaningful differences (Lochmiller & Lester,
2017).
Instrumentation
Qualitative research recognizes that the researcher is the primary instrument for data
collection and analysis (Lochmiller & Lester, 2017). Additionally, Patton (2002) suggested that
interviews allow the researcher, as the instrument, to learn more about things that are not directly
observable, including a respondent’s feelings, opinions, beliefs, and past experiences. This study
collected data using a semi-structured interview protocol with open-ended questions. This
interview was administered to 10 middle school counselors who serve the general population of
students between sixth and eighth grade. This instrument served the purpose of answering the
research questions and sought the perceptions of middle school counselors. Topics addressed
were closely related to the conceptual framework and included, but were not limited to, questions
related to professional identity, perceived role, and actions toward affirmation of LGBTQ+
youth.
A semi-structured interview allowed for flexibility in questions and the use of probing
questions and adjusting as necessary as new information emerged (Lochmiller & Lester, 2017;
38
Merriam & Tisdell, 2016). Using an interview guide allowed for structure while simultaneously
making room for participants’ perspectives to shape the interview (Patton, 2002). In thinking of
the research and interview questions, the goal remained, as the National Research Council (2002)
has specified, to pose questions that may help uncover new knowledge and an emic perspective.
As such, the 21 interview items (Appendix A) were open ended, single barreled, and clearly
worded (Agee, 2009; Merriam & Tisdell, 2016). The interviews were conducted over Zoom and
recorded with participant consent and later transcription. During the interview, copious notes
were taken to ensure credibility and avoid the construction of any false narrative based on the
researcher’s perception (Maxwell, 2013). The instrument was reviewed by a mentor in the field
to determine the clarity of questions and length of the interview. Questions were amended as
necessary to eliminate redundancy, and the interview was projected to be 60 to 90 minutes long.
Data Collection
After approval of the university’s institutional review board, the interviews were
conducted with 10 middle school counselors working within a Northern California county.
Purposive convenience sampling was used in alignment with the research design to elicit
responses from middle school counselors specifically.
Recruitment
Initially, I sent a general recruitment letter via email to all middle school counselors in
the county from a list received from the county office of education. The director of leadership
and school systems for the specified county gave me permission and access to the email list of all
MS counselors, as it is public information. The recruitment letter consisted of the purpose of the
study, sampling criteria, time commitment, and researcher contact information. Any interested
parties who responded received a consent form to read and return, as well as an email from me to
39
set up an interview time. After the initial contact, I assessed whether the number of respondents
met the sample goal of 10 to 12. I expected to interview between 10 and 12 participants, and only
interviewed 10.
Interview
Participants in the research study received a small token of appreciation in the form of a
$10 gift card after the completion of the one-on-one interview. Each interview took
approximately 60 minutes and was conducted via a recorded Zoom session. I collected
participants’ voluntary consent prior to starting. I informed participants that I would take notes
during the interview and later transcribe, and that responses were confidential and kept on a
password-protected computer.
Ethical Considerations
Ethical guidelines are critical in any study, and a researcher must display personal
integrity for the collective responsibility (Smith, 2002). Ethical behavior requires clarity and
transparency (Rubin & Rubin, 2012). Principles from the Belmont Report (1979), which include
respect for persons, beneficence, and justice, are at the forefront of this research design. Utilizing
these principles includes reviewing the limits of confidentiality and empowering the interviewee
to have control. I attempted to meet the needs of the participants, did not apply undue pressure if
a topic was off limits or uncomfortable, and, of course, did no harm (Rubin & Rubin, 2012). I
informed participants of the study rationale, of their right to withdraw, and that their participation
was voluntary. Ethical considerations also entailed being transparent in explaining and framing
the study to participants. Participants understood the potentially sensitive nature of the topic
before agreeing to participate.
40
Data Analysis
This qualitative study acquired data from semi-structured, open-ended interviews. All
questions were related to the research questions comprising the study. All data were transcribed
and coded. Thematic coding analyzed data for emerging categories across participant interviews
(Lochmiller & Lester, 2017). Coding focused on identifying patterns and insights given by
participants (Merriam & Tisdell, 2017). The literature examined in Chapter Two was the
foundation of the study, with particular framing using Bronfenbrenner’s ecological systems
model. Bandura’s social cognitive theory grounded the connection of the findings of the study
with the development of counselor positionality and wider-ranging perspectives.
Credibility and Trustworthiness
In order to increase credibility and trustworthiness, I took multiple steps to ensure best
practices. I ensured there were no leading questions within the interview protocol to establish
that the data collected were based on the participants’ perceptions and thoughts (Maxwell, 2013).
After the interview, I offered member checks, although all participants declined (Merriam &
Tisdell, 2016). Member checks help ensure credibility by asking participants whether what was
recorded/interpreted reflected what they actually said and meant. This strategy was intended to
help to eliminate interpretation errors that I might have unconsciously contributed during
analysis (Locke et al., 2010; Merriam & Tisdell, 2016). I also exercised reflexivity, as offered by
Maxwell (2013), to ensure that my personal influence over the study was in check. Reflexivity
requires the researcher to maintain an internal reflective process throughout the study. This
practice requires understanding how personal research goals may influence and shape
interactions within data collection and analysis. As humans cannot completely erase the validity
41
threat due to bias, it was necessary to understand how the researcher might influence it
(Maxwell, 2013).
Limitations and Delimitations
There were limitations to the study due to its design. As I conducted one-on-one
interviews only once, this may not have allowed for deep rapport or sufficient time to process
questions. Additionally, due to the nature of the study, there was a potential for participants to
respond based on social desirability bias. The use of open-ended and non-leading questions
helped lessen this threat to credibility (Maxwell, 2013). Additional limitations that may have
been present were that interviewed counselors who were willing to participate may already
consider themselves allies and therefore perceive their role as crucial. This limitation would not
allow for the examination of counselors who may not consider themselves allies or who are
uncomfortable with this topic. This study also intentionally focused on the impact of school
counselors and did not consider the many other factors that may contribute to a student’s sense of
belonging.
Delimitations imposed on the study include the criteria of interviewing only middle
school counselors and the requirement to be working in a specific northern California county.
The delimitation to interview middle school counselors was to ensure alignment to the research
questions. The decision to interview only within a northern California county aligned with the
research sampling method of convenience sampling to ensure access to participants.
Researcher Positionality
A researcher’s subjectivities can influence a study in every aspect of the design, from
interview questions to data analysis (Lochmiller & Lester, 2017; Locke et al., 2010). To avoid
influence and skewed perspectives, it is vital for the researcher to engage in a reflective process
42
throughout the study to keep biases in check. This can be done in part with a reflexivity
statement.
This was my fifth year working within the county where the research took place. I
previously worked in a Los Angeles charter school for 3 years. This comprises the totality of my
professional career spent as a middle school counselor. This was my first year as the counselor
on special assignment (CoSA). The role of CoSA entails district support of counselors as well as
working directly with middle school students at the district’s K–8 campuses. Although I held no
real power over counselors in the district, there may have been a level of perceived power due to
having a close working relationship with the director of counseling and an office at the district. I
recognize that it may have created an awkward power dynamic with participants within the
district I work for. Additionally, I identify as a fierce advocate for the LGBTQ+ community but
do not consider myself a member. This may have affected interactions with participants who
identify within the community, which may have potentially made someone less comfortable
speaking with me. Additionally, knowing my advocacy stance, participants who did not identify
as such might feel equally as uncomfortable in sharing their honest perspectives. I was
transparent about my goals within my research (Maxwell, 2013) but invited honest, open
responses from a nonjudgmental, inquiry-based stance. Further, I aimed to be reflective
alongside participants, in an effort to engage in a critical analysis of my relationship with the
study and the participants (Milner, 2007).
Summary
This chapter presented the methodology used to conduct a qualitative study seeking
perceptions of middle school counselors. Qualitative data were collected via semi-structured
interviews and analyzed to address the following research questions:
43
1. What are the perceptions of middle school counselors of their role in promoting
LGBTQ+ students’ sense of belonging on campus?
2. How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging?
3. What, if anything, do middle school counselors do to create affirming environments
for LGBTQ+ students such that they feel a sense of belonging on school campuses?
Chapter Four presents and discusses the findings of the present study.
44
Chapter Four: Findings
The purpose of this research study was to examine how middle school counselors
perceive their role in supporting LGBTQ+ students’ sense of belonging during the transformative
age of adolescence. This study also was designed to delineate the connection between a school
counselor’s lived experience and their ability and willingness to support LGBTQ+ students’
sense of belonging. This study examined what is currently being done by school counselors, if
anything, to support LGBTQ+ students’ sense of belonging. Exploring the specific impact of
school counselors can contribute to the profession’s growth by indicating how counselors can
make fundamental changes to the student experience and better understand experiences that
contribute to the counseling role, ultimately affecting advocacy. Using an ecological systems
model, this study looked at how the role of a school counselor exists in a student’s microsystem.
This theory posits that interactions between individuals and their immediate environment affect
their identity (Bronfenbrenner, 1979). Additionally, during adolescence, identity formation is
paramount; therefore, the relationships within the student’s microsystem hold great power and
impact. Using a social cognitive lens can help examine how counselors have developed patterns
of behavior related to their competency within the scope of the topic.
The school counselor’s role is to support all students’ success and improve student
outcomes. Defined within the role is an acknowledgment that school can be more difficult for
students with marginalized identities (ASCA, 2018), and counselors’ professional responsibility
is to foster a culture of respect and advocacy (ASCA, 2022). Moe et al. (2015) concluded that
school counselors with higher LGBTQ+ competence were more influential in affirming school
environments. According to McCabe et al. (2013), school counselors are more aware and
knowledgeable about LGBTQ+ issues than other school staff. Although school counselors are
45
poised to foster affirming spaces and increase belonging (ASCA, 2022), a uniform effort must be
made to achieve this. While there have been shifts in the counseling profession aimed at
increasing support and advocacy for LGBTQ+ youth, little is known about counselors’
perceptions of these practices and how their positionality may affect their actions. This study
examined the perceptions of middle school counselors to gain insight into their ability and
willingness to support LGBTQ+ youths’ sense of belonging.
Specifically focusing on the school counselor’s role, these results and findings give way
to valuable information on the support LGBTQ+ students receive, and perceptions held by
counselors that contribute to sense of belonging. The findings are presented in this study.
The following research questions guided this study:
1. What are the perceptions of middle school counselors of their role in promoting
LGBTQ+ students’ sense of belonging on campus?
2. How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging?
3. What, if anything, do middle school counselors do to create affirming environments
for LGBTQ+ students such that they feel a sense of belonging on school campuses?
Participants
For this study, interviews were conducted with middle school counselors from a Northern
California county. Data were collected through the use of semi-structured, open-ended
interviews. At the start of recruitment, emails were sent to all middle school counselors in the
county every other week, excluding participants who already responded with their interest. This
period lasted about 6 weeks, and 10 interviews were scheduled and conducted through these
efforts. Interviews were hosted via Zoom with participant consent to recording and transcription.
46
For the purposes of confidentiality, interview participants are referred to as Counselors #1–#10.
All participants have at least 2 years of counseling experience, and that or more in the education
field. Table 1 identifies all participants’ self-identified gender and age range. Table 2 identifies
each participant’s years of experience in education and years of experience in counseling.
Table 1
Gender and Age Range of Participants
Characteristic Frequency %
Gender
Female 10 100%
Male 0 0
Age range
30–40 5 50
40–50 3 30
50–60 2 20
Table 2
Participant Years of Experience
Counselor In education As SC
Counselor #1 23 years 4 years
Counselor #2 25 years 4 years
Counselor #3 5 years 2 years
Counselor#4 18 years 3 years
Counselor #5 9 years 4 years
Counselor #6 24 years 24 years
Counselor #7 5 years 4 years
Counselor #8 19 years 17 years
Counselor #9 6 years 3 years
Counselor #10 7 years 4 years
47
Data Analysis
It is essential for researchers to interpret the data collected and report the consequent
outcomes (Merriam & Tisdell, 2016) of their study. This chapter reports findings on each
research question and identifies emergent themes embedded in each. The findings are derived
from data collected from 10 middle school counselors in a Northern California county. With the
guidelines of Corbin and Strauss (2015) and Merriam and Tisdell (2016), the data were coded
with the theoretical framework in mind (Bronfenbrenner’s ecological systems model and social
cognitive theory). Data coding entailed the three-phase approach from Corbin and Strauss
(2015). I first segmented data by the research question by grouping each interview question
response by respective RQs. Then, I used open coding to designate key phrases relevant to the
study. Next, I used axial coding to infer overarching themes. Finally, I used selective coding to
derive and refine core themes (Corbin & Strauss, 2015; Merriam & Tisdell, 2016). The findings
are presented by research question and the subsequent themes found within each.
Results Research Question One
The first research question for this study was “What are the perceptions of middle school
counselors of their role in promoting LGBTQ+ students’ sense of belonging on campus?”
Findings revealed that all participants view supporting a student’s sense of belonging as an
aspect of their professional identity. Findings also showed that participants believe that school
counselors can greatly affect student experience, both negatively and positively. While generally
speaking about a sense of belonging for all students, they made a primary distinction for
targeting support for typically minoritized groups, including LGBTQ+ students. Findings
indicated that counselor impact is exemplified by participants feeling they are a safe space for
their LGBTQ+ students and that they support student mental health and safety concerns.
48
Additional findings included that supporting LGBTQ+ students is often reactionary in nature and
involves a hostile campus environment. The themes that emerged from the findings can be
categorized as follows: supporter of belonging, having a belief in impact, safe space as a person,
and safety and well-being.
Supporter of Belonging
All 10 counselors aligned supporting students’ sense of belonging to part of their
professional identity as a school counselor. Neary (2014) described professional identity as how
we perceive ourselves within our professional context and present this to others. All interview
participants agreed that the main tenet of a school counselor’s role is to promote a sense of
belonging. Counselor #5 remarked,
To me, that’s the foundational role of a school counselor. . . . So, yeah, I think the school
counselor is really, really important for helping to guide students . . . , but also for
establishing and hopefully, you know, through programming, establishing a sense of
welcome and belonging as a core part of the school.
Additionally, Counselor #8 commented on building community on campus with the goal
that “kids are feeling like they belong. They belong to the teachers. They belong to their school.
They have a place, you know.” Participants said they strongly believed in their responsibility to
ensure students felt like they belonged. They concretized the idea that supporting a sense of
belonging was embedded in their professional identity. No matter the variation in roles or
expectations, each participant explained, they all identified supporting belonging as a core
component of their role as a school counselor. Neary (2014) concluded that there is a fluid
relationship between self-identity and professional identity, heavily influencing how individuals
perceive themselves. Counselors interviewed had a strong self-identity as student supporters and
49
professional identity in the scope of their role. Aligned with ASCA, school counselors were
positioned to support affirming spaces for LGBTQ+ youth to foster a sense of belonging (ASCA,
2022), in part by their professional identity.
Belief in Impact
The second theme that emerged for this research question was the belief in the impact a
school counselor can have. Eight of the 10 counselors interviewed described the “huge impact”
they could have on their students. Counselor #3 explained that counselors are “one of the main
supporters of students,” and Counselor #4 said she feels “extremely valuable to some kids.”
Two of the counselors indicated that their impact can be negative or positive. Negative
experiences are sometimes more globally known when students feel they are not seen by their
counselors. Counselor #9 said that she has witnessed instances where a student will not return to
a counselor because the safe space has been broken in some way. Students might perceive a
mandated report as a break in trust and, therefore, will not continue a relationship with their
counselor. Counselors interviewed also mentioned personal experiences outside of their job and
that those experiences have contributed to negative connotations of school counselors. Counselor
#10 recalled being in her school counseling program and discussing being a student and having
negative school counseling experiences: “I have a heightened sensitivity to the fact that I can
have a profound impact for students because I’ve had those conversations of how school
counselors have negatively impacted me and past colleagues of mine.” Negative impacts can be
defined in terms of negative relationships, and on the other side of the coin is the impact of
positive relationships.
Regarding positive impact, counselors interviewed perceived relationships with students
to be of foundational importance in their role. Findings aligned with Bronfenbrenner’s theory
50
(1979) and the impact within a student’s microsystem. Therefore, counselors may significantly
influence a sense of belonging for a student. Participants recognized the specific sensitivity of
middle school regarding developmental age, how students may perceive the world around them,
and how relationships can influence a student’s experience. In speaking about the counselorstudent relationship, Counselor #5 said, “To me that’s the foundational role of a school
counselor, especially keeping in mind middle school and how many developmental changes
students go through that incorporate, you know, quite a bit of conflict and relationship navigation
and identity formation.” Another takeaway was that a school counselor can act as a liaison
between different stakeholders within the student’s microsystem that influence support and
belonging. Counselor #9 said she felt like a liaison between the student and their parent or legal
guardian: “You’re constantly trying to build that connection between those key stakeholders.”
Safe Space as a Person
Participants said that part of their role is to help ensure safe spaces exist on campus and
within the counseling department. Kosciw et al. (2013) discussed the need to create counter
spaces for LGBTQ+ students to disrupt the heteronormative school environment. One way
counselors perceive their role is to be involved in or creators of groups on campus, to be further
discussed in RQ 3. Regarding counselors’ perceptions, findings indicated that counselors identify
themselves as a safe space beyond the system around them. The theme that emerged through
interviews was safe space as a person. Through all 10 interviews, safe space creation was
deemed one of the main things that could be done to support LGBTQ+ students. While that is
important, many counselors consider themselves a safe space. The top priority for all counselors
was that students are physically safe, but they additionally noted the need to be “a safe person”
or “a safe space.” Aligned with research and of astounding importance, adult affirmation can be
51
an influential protective factor against the challenges faced by LGBTQ+ youth (Aldridge &
McChesney, 2018; Allen et al., 2016; Kiefer et al., 2015; Kosciw et al., 2016; Martín-Castillo et
al., 2020).
Counselor #7 stated she never felt she had a safe person on her campus when she was in
middle school, so she takes very seriously the need to build safe relationships:
My students have a safe space. When they are having those challenges, if they are
struggling at school . . . I think through a strong and genuine relationship that school
counselors have with their students, these safe spaces are created . . . and that takes time.
Relationships take time.
Positive relationships in the form of safe space as a person combat heteronormative
environments and have a significant impact on school climate. As research has shown, counter
spaces such as GSA clubs have a huge impact (Kosciw et al., 2013), but the presence of a
supportive and affirming staff member has the most substantial impact on school climate
(Aldridge & McChesney, 2018; Allen et al., 2016; Kiefer et al., 2015; Kosciw et al., 2013;
Kosciw et al., 2016; Russell, 2016).
Safety and Well-Being
As noted previously, student safety was at the top of the list regarding counselor
priorities. LGBTQ+ students are at higher risk of self-harm and suicidality (Kosciw et al., 2013),
so they need more attention to prevention and proactive measures. When asked about the school
climate for LGBTQ+ students on their campus, participants said LGBTQ+ students would
hopefully be able to identify the counseling department as a safe space but would not necessarily
find that with the campus experience. Counselor #5 said,
The counseling department is welcoming and caring and that the counselors you know,
52
really wanted to support students and make sure that they’re doing well and care about
their success in an authentic way. . . . Some of the students would say that the school
environment is tough, and that some of their peers use language or jokes that are harmful.
. . . I think interviewing a student, they would still point to some bullying, some rudeness,
and some bad behavior.
Many counselors referred to knowledge around negative peer interactions with LGBTQ+
youth and the inability of students to safely express themselves at their school and in the greater
community. Counselor #2 shared that some of her LGBTQ+ students stick out “like a neon sign”
because they are proud of who they are and do not try to accommodate anyone. She feels “that’s
threatening to people who don’t understand that difference and so they catch a lot of grief for it.”
Findings aligned with the research that schools are still hostile environments for LGBTQ+
students (Kosciw et al., 2013). This speaks to a refreshed need for systemic change in culture and
programmatic changes in school counseling programs. Additionally, counselors discussed their
belief in the impact around mental health issues.
Many interactions with LGBTQ+ youth were described as reactionary. Suicide
assessments or brief counseling around stress and anxiety were examples named by seven out of
10 participants. Some counselors considered this in their response to the question “Out of the
many hats that counselors wear, how much focus is put on supporting LGBTQ+ students, if at
all?” Others described these interactions concerning general services with all students on their
caseload. Participants also noted a shift in the last 10 years, that more students are willing to
identify and discuss issues around gender and sexuality; therefore, they felt they were serving
more LGBTQ+ students than previously known. These findings perhaps lend themselves to
53
discovering more ways to create affirming environments proactively rather than the reactive
nature of supporting LGBTQ+ students.
Although improving campus climate requires multiple stakeholders beyond the school
counselor, findings indicated that school counselors felt they helped contribute by creating safe
spaces and were involved in reactionary crisis counseling. These are indeed essential measures,
but participants’ perceptions limited their capacity to these measures. Students at schools that
foster connectedness and support LGBTQ+ students have more positive outcomes and a lower
risk of self-harm (Hatzenbuehler, 2011). School counselors do feel a part of this mission but
cannot shift culture in a silo.
Summary Research Question One
Themes derived from the RQ were based on findings from the interviews. Themes
discussed were labeled as supporter of sense of belonging, belief in impact, safe space as a
person, and safety and well-being. Counselors described the foundational component of their
role: supporting and promoting a sense of belonging for all students, especially those in
minoritized groups. They see evidence of “othering” on campuses and work against that by
providing safe spaces and being a safe space for LGBTQ+ students. This role is linked to their
professional identity in the scope of supporting a sense of belonging.
School counselors also described their belief in the impact they may have on a student,
both negative and positive, and their perceptions of their role as a powerful opportunity to create
a sense of belonging. This is done with the positive relationships built with students, creating or
being a safe space, and supporting the well-being of LGBTQ+ students on campus. Issues around
student safety are paramount and more heightened in this community, so perceptions of the
counseling role in this regard is to support in crisis moments and reactionary situations.
54
Results Research Question Two
The second research question for this study was “How do middle school counselors’
identity and lived experience influence their ability and willingness to support LGBTQ+
students’ sense of belonging?” Various and diverse identities were revealed through interviews,
and introspection into how those might affect their work was thoughtful. Findings around this
question were outlined among two themes: empathy and influence of the microsystem.
Participants were all willing to share about their identity and how that influences their work.
Participants displayed a propensity for empathy for their students that was rooted in their
personal experiences of adversity. Nine out of 10 participants mentioned some form of adversity
in their own life that increased their empathy for their students’ experience. These findings also
included proximity to the LGBTQ+ community and allyship as influences for increased empathy
for the student population.
For counselors, their work environments, or work microsystem, affected their support of
LGBTQ+ students, both helpful and hindering. Findings showed that environments that were
outwardly affirming were more accessible spaces in which to be advocates; counseling in more
conservative spaces hindered their ability to fully affirm LGBTQ+ students.
Empathy
In responses to questions ascertaining what effect life experiences had on service to
LGBTQ+ students, a common theme that developed among counselors was that of empathy.
Nine counselors described personal adversities that shaped their lives and identities, which
influenced empathy for students experiencing adversities themselves. Counselor #3 described
growing up and witnessing discrimination against her parents due to their lack of formal
education and having immigrated from Mexico. She also commented on personal experiences of
55
being bullied for her accent and being told to “go back to your country.” Having experienced
adverse treatment around her ethnic identity, she said she finds it essential to mitigate negative
experiences her students have because of any identity they hold: gender, sexual, or otherwise.
Another connection to empathy was made from experiences of family dysfunction.
Counselor #9 recalled growing up in a turbulent household with experiences of abandonment and
emotional abuse. She felt that those experiences, among others, allowed her to relate to students
who may be going through their own adversity: “My own adversities developed into personal
insights as an adult relating to certain circumstances my students face.” Moreover, when she
feels unable to relate, she always leads with kindness, compassion, and curiosity.
The kindness and curiosity for student experience is the empathy work. Although most of
the participants’ answers connected to identity were not directly related to the LGBTQ+
community, they all conveyed the ability to transfer those sentiments to direct care toward
LGBTQ+ students. Participants described feelings of being “othered” or unaccepted and how
that played into each of their motives to become school counselors. Their experiences defined
the importance placed on creating a sense of belonging. Aligned with research, school counselors
generated attitudes about the LGBTQ+ community through experiential and expressive means.
Participants channeled their empathy from the contexts of their own experience or knowledge
and reacted from that space (Rogers, 1964, as cited in Clark, 2010).
Another notable theme when asked about identity and impact was the role of being a
parent. Counselors who identified as mothers (seven out of 10) spoke about motherhood as a
core part of their identity and the lens through which they saw their work. Counselor #2 said, “I
think when you are a parent, you have a different form of empathy than when you have not been
a parent because you know that the person you are speaking to is someone’s most beloved.”
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They transfer those sentiments to working with LGBTQ+ youth and help concretize the definite
need for these kids to be loved as they are.
Proximity to LGBTQ+ Community
Through exploring identity and lived experience, another theme that emerged was that
proximity to the LGBTQ+ community influenced passionate support for the student population.
Six of the 10 participants pointed to their relationship with the community in defining their
empathy for the student population. Counselor #5 shared that she identifies as Queer and that her
identity grounded her in pursuit of supporting LGBTQ+ students:
I think, ultimately, grounding in my identity as Queer and somebody who is really
focused on social justice, I think that is a huge undergirding element to the work that I do
with students, and so being able to help create spaces that are welcoming but also
honoring people’s experiences is something that’s super duper important for me.
Counselor #9 said that because her brother is gay, she finds it difficult when she faces
issues of intolerance. She finds it challenging to be a vocal advocate in professional settings with
family encounters that include nonacceptance. In her training, she was taught “you are not
supposed to impose your own biases,” so instead of voicing her beliefs directly, she tries to
navigate by listening and then providing resources as available and needed. Her connection with
the community influences her work with students because it forces her to be tactful in situations
where personal passion is embedded. Her brother is at the forefront of her mind when working
with LGBTQ+ students because she witnessed firsthand his struggles growing up.
The four other participants similarly mentioned loved ones or dear friends who shaped
their view of the community and ultimately their work with LGBTQ+ students. Counselor #4
credits exposure to diversity to her passion for supporting LGBTQ+ students. She explained that
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being bused into a very diverse high school, she was exposed to many cultures and different
types of people: “So I was just always excited about those differences rather than fearful, I guess,
of differences.” It is clear from speaking to all counselors that personal adversities and proximity
to the LGBTQ+ community influenced empathy toward students.
Allyship
Nine out of 10 counselors identified as an ally to the LGBTQ+ community. When asked
what being an ally meant to them, if anything, there were varied and holistic responses.
Generally speaking, most identified having an open mind and heart and being a safe space for
students, a supporter, and an advocate. Being visible was also a component. Examples included
pride flags and safe space stickers displayed in offices. Counselors #7 and #4 mentioned a need
to know the history of the LGBTQ+ struggle to fully understand the context in which the
community has suffered. Additionally, six counselors said they need to be informed of current
events and updates in terminology so they can ensure proper support. Aligned with the research,
being an ally is a protective factor and can increase student belonging (Byrd & Hays, 2012).
Among knowledge, skills, and action, ally development also includes personal awareness
(Harper & Singh, 2014). Counselor #6 described a need to be “highly aware” of their beliefs and
values and how they might affect their students. Counselor #3 echoed that sentiment,
commenting that “being an ally requires us to be aware of our own privilege.”
Influence of the Microsystem
In thinking about how counselors’ lived experience may influence the support of
students, the direct environment counselors work within needs to be examined. The school
climate can dictate the work a school counselor can engage in. Six counselors discussed impacts
of their work environment on ability to support students. Four counselors discussed navigating
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the relationship with their administration as influential to their support of LGBTQ+ students.
Counselor #10 said she is “breaking the mold actually. . . . I feel I’m still figuring out the district
. . . but I feel like I’m always having to find the balance of bringing these things up to my
principal.” For two counselors interviewed, more conservative spaces were more challenging to
navigate support to LGBTQ+ students. Two counselors discussed more difficult school climates,
including parents, and how that affected their work with LGBTQ+ students. Counselor #4
discussed trying to navigate the conservative religious community she works in while supporting
a more visible acceptance for LGBTQ+ students:
It’s such a trigger point right now for people, especially within the community . . . and so
I am wanting to be very careful about how I work within it. . . . This year I think our
focus, as a school, is on diverse ways of seeing things. And it’s like how can we present
this without, you know, really getting parents wound up and so I’m thinking about the
community that we have here.
Additionally, Counselor #4 recalled that for pride month last year, her son’s school
handed out pride flags, but where she worked, “we couldn’t get away with that.” Aligned with
social cognitive theory, social contexts can influence thought and action. For this counselor, the
environment she works within is affecting her support of LGBTQ+ students because she does
not feel she can necessarily be a safely visible advocate. Environments can shape a person’s
current behaviors and self-efficacy. Although a self-identified ally and advocate, Counselor #6
discussed her difficulty supporting trans students with appropriate bathrooms and name change
procedures. She stated she is still advocating for a gender-neutral bathroom on campus. The
district she works for does not have any policies in place, but she said she thinks that would be
an important place to start:
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We don’t have a board policy in place. There’s nothing that the board has voted through.
. . . I think just starting with a board policy of acceptance, and once the board makes that
declaration, it opens up this ability to have more support for students on campus and have
students be able to have their voices heard and have their feelings heard.
These examples shed light on the intersection of intention and experience in spaces where
visible support may be less welcome. In less welcoming spaces, capacity to support students was
lower than more supportive spaces. However, how school counselors express their attitudes can
significantly disrupt heteronormativity in their work with LGBTQ+ students (Clark, 2010).
Disruption is a necessary part of advocacy and allyship. Social contexts influence action for
counselors. Some could not bypass the discomfort of being an ally in spaces where it was not
popular and instead withdrew some visibility. As discussed in Chapter Two, to be a change agent
for social justice, one must promote change within the school system (Mason et al., 2013) and
elevate beyond the “nice counselor syndrome.”
Summary Research Question Two
The counselors interviewed derived their willingness and ability to support LGBTQ+
students from their sphere of identity-forming experiences. Nine of the 10 counselors relayed
adversity they faced that enhanced their empathy toward their work with students. Six counselors
with a connection to or membership in the LGBTQ+ community stated a more passionate need
to support this population. Additionally, two counselors who work in more conservative spaces
explained the struggle with more outward, schoolwide support measures.
Through a social cognitive lens, how these school counselors serve their students is
intrinsically tied to their experience. Self-efficacy is affected by the environment in which they
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may have high willingness to support students but be in an unsupportive environment, which
stops them from navigating appropriately.
Results Research Question Three
The last research question for this study was “What, if anything, do middle school
counselors do to create affirming environments for LGBTQ+ students such that they feel a sense
of belonging on school campuses?” Findings indicated three themes: advocate, safe space
creation, and barriers to support. All 10 counselors identified as advocates by way of attempting
to give their students a voice on campus. Seven counselors supported LGBTQ+ belonging by
creating GSA/SPECTRUMS clubs on campus. Two counselors were intentional about
schoolwide programming to increase awareness and acceptance, and all 10 counselors talked
about individual and/or small group support. Barriers identified to a fully affirming school
environment include lack of training and time, unsupportive family dynamics, and the sentiment
that one person cannot do it all.
Advocate
All participants identified as advocates for their LGBTQ+ students. In this way, school
counselors should be equipped to respond competently and with affirmation to meet the needs of
diverse students (Moe et al., 2015). Many counselors aligned advocacy with “being the voice” or
giving a voice to students who may not be comfortable doing so independently. Counselor #3
asserted how big of a responsibility that is and said the responsibility should be “handled with
care” to support students. Counselor #5 said that being the voice for students is not intended to
take power from them or make decisions for them but rather to help navigate difficult
experiences:
I think it’s super important to sometimes to be the voice where students have not
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necessarily yet built up the competence to be able to speak up for themselves, and so
being able to recognize when, let’s say there’s a situation that, you know, students are
identifying as problematic, but they don’t know how to navigate it . . . being the adult
who will take on that burden . . . and navigate for them/advocate for them/help them
practice the skills they need to navigate themselves, empower them to navigate it.
Having a good relationship with students is vital to being an advocate in order to honor
their best interests. Advocacy can take many forms, sometimes in bullying situations with other
students and sometimes with family situations that need guidance. Counselor #3 shared a story
about a student who was navigating their sexuality and, as her counselor, interacting with the
student’s mother while remaining confidential. In a roundabout effort to address more visibility
of LGBTQ+ and rally greater understanding, she hosted a parent night where LGBTQ+
professionals came to speak and shared about their experiences being Latinx and LGBTQ+.
After the meeting, the parent of her student approached her:
The mom just looked at me and said, “Thank you.” And I said, “No, you know you don’t
have to thank me. This is for our community.” She said, “No, thank you, because I
always in my heart felt that my daughter was different. And finally, I see someone from
the community that’s successful, and that has a future . . . and I can picture my daughter
now.” So sometimes it’s just understanding the fears that students have, but also the fears
that their supporters have.
Additionally, seven of the counselors interviewed showed advocacy by creating and running the
GSA/SPECTRUMS club for their campus.
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Safe Space Creation
Another form of support the participants provided was creating safe spaces. As discussed
in Research Question One, counselors are often a safe space personified and may be one of the
few people on their campus where students feel comfortable seeking help and support. In
addition, seven counselors were the creators of their campus GSAs. Educators act as a protective
factor for students by modeling accepting behaviors and taking authoritative actions when
necessary (Martín-Castillo et al., 2020). In this vein, two counselors also initiated schoolwide
programming for LGBTQ+ awareness and acceptance, much like they did for different
minoritized communities. Counselor #7 discussed how she embedded counseling curriculum
around LGBTQ+ awareness via the weekly SEL lessons she creates for the teachers. Counselor
#8 said she and her co-counselor created a campaign and celebration to honor LGBTQ+ history
month that was a Tier 1 campuswide lunchtime event. Such efforts can help normalize the
LGBTQ+ identity and community and send a powerful message to have a cultural impact on the
school.
Barriers to Support
While counselors conveyed heartfelt and impactful ways they support LGBTQ+ students,
they also identified several barriers. On an individual level, eight counselors made reference to
finding it hard to be up to date with education and information needed to stay on par with what is
happening in the community. Counselor #8 discussed using the correct terminology around
pronouns and remembered when different letters started to be added to the acronym LGBT:
You know, to be completely honest with you, one of the challenges that I feel that I have
is staying educated . . . like when the plus was added and the A was added to the
acronym. . . . Sometimes our districts don’t provide those types of learning opportunities,
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or PD, right? And so we have to on our own at times start researching. And yeah, we get
caught up on the day-to-day.
She indicated this was a barrier because she wants to respect the students in her community by
knowing up-to-date terminology, but it can be a challenge to keep up.
Counselor #3 said part of being an ally is understanding there may be mistakes, but
apologizing and learning the correct information can go a long way. Additionally, there is a
general lack of professional development and training offerings to counselors and other school
staff. Counselors noted that professional development and district support would be good, not
only for counselors but also for all staff. Counselor #7 described a need to have LGBTQ+
specific training around suicidality:
What I would want is specific training or staff development . . . time for this specific
population during a risk assessment training because statistics show that, you know the
majority of LGBTQ students and youth have contemplated suicide. And those are, you
know, in almost every case and we’ve had a lot.
Counselor #1 said training should be a schoolwide effort and held on a more regular
basis. Much research has pointed to the lack of counselor preparedness to work with LGBTQ+
youth. Kull et al. (2017) corroborated the need for more training to include professional
development and district support, as many school counselors have good intentions to support this
population but need more training.
Another barrier identified by interviewed counselors was the need for more time to focus
on their school counseling programming. Eight counselors relayed the same image of middle
school counseling, that of a reactive nature. Even the best-laid plans take a backseat when there
is a crisis, and most counselors become too occupied with “putting out fires” to be able to give
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sufficient attention to LGBTQ+-affirming programming. Counselor #9 felt strongly that this
structure is really to the detriment of the students, because if school counselors got more time to
implement their program, it would proactively help reduce the number of reactionary measures
needed: “After all, it might solve some of the issues.” With that being said, counselors create
plans to do push-ins or host a group but often tend to a crisis and cannot complete with fidelity.
In the same vein, counselors simply cannot do it alone. All counselors interviewed had a
deep passion for supporting these students but were often hindered by elements out of their
control within the school setting. The administration was often mentioned as a hindrance to
having time to do the work. Counselors #9 discussed being assigned non-counseling duties that
could take up an entire day at the admin’s request: “There are times when my time as a counselor
is allocated to being, like, a recess monitor, and then also, like arrival and drop-off point person
. . . like literally, it took my day. I barely had time for counseling.” Counselor #2 discussed the
variation in certain duties:
There’s not a strict adherence to the counselor role, so I do a lot of things that are outside
of the counselor role. . . . I’m all for one and one for all, and I’ve always been that way
. . . . If they need someone for supervision, . . . I’m out directing traffic.
This interruption leaves no time for the work and makes the counselors feel devalued in their
purpose. In order to support LGBTQ+ students to their fullest potential, there needs to be a
shared campus vision and culture. The counselor alone cannot create the change needed, nor can
they even do the bare minimum if their role is not respected. The school’s culture can be a
barrier, especially in more conservative spaces. Counselor #4 said, “Yeah, the culture of the
school can be a barrier. I mean . . . obviously, it was a lot more controversial. I didn’t feel as safe
supporting LGBTQ+.”
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One final barrier six counselors mentioned was interacting with families of students
identifying as LGBTQ+: “Not necessarily a barrier, but definitely a challenge”, said counselor #
5. When the student’s family is not a safe space for them, counselors must honor the students’
needs and requests, sometimes at the expense of families, which can put counselors in a difficult
position:
I’ve definitely had the experience where family is not a safe space for students. And so
that wasn’t a barrier for me working with a student, right, but it was a barrier for working
with the family. Issues around confidentiality and having to navigate family dynamics
with the students while doing what is best for the student.
Counselor #5 described supporting a transgender student and having to code-switch interacting
with the family to keep the student safe. Counselor #4 discussed the struggle of working with the
parents of students who perpetuate a non-supportive campus environment. That counselor found
it challenging to be a vocal advocate in those cases.
In some cases, the lack of family support can often contribute to the dangerous entry into
the territory of self-harm. This is a unique challenge, as a counselor must connect with parents
and provide information while protecting student confidentiality. It is a challenging position to
be in to support both family and student in different ways. Counselor #7 wrestled with this
disconnection: “It’s a struggle for me to understand in this day and age because, to me, I think
that accepting your child is suicide prevention.”
Summary Research Question Three
Findings for Research Question Three were categorized into three themes: advocate, safe
space creation, and barriers to success. All counselors identified as student advocates; seven of
them used the example of club creation and two used schoolwide integration. Findings
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illuminated the multiple barriers to fully supporting a sense of belonging and come from a lack
of training and time, unsupportive family dynamics, and the sentiment that one person cannot do
it all. A majority of participants felt they were not receiving enough training or professional
development to be kept up to date with the community, and four counselors cited lack of time
due to expectations from their administration or being assigned non-counseling duties.
Difficulties with family dynamics accounted as barriers for six of the 10 counselors.
Chapter Summary
This chapter presented the findings and results of this qualitative dissertation study, with
the intent of better understanding the perceptions of middle school counselors of their role in
supporting LGBTQ+ students’ sense of belonging. The qualitative data from interviews with 10
middle school counselors in a northern California county informed multiple key themes for each
research question. Data were analyzed with the theoretical framework and literature in mind.
Perceptions of Role
The findings for Research Question One align school counselors’ professional identity to
that of being a supporter of belonging, especially for those in minoritized groups. This was of
foundational importance to the perceptions of their role. Additionally, school counselors also
have a strong belief in the impact they could have on student experience, both negative and
positive. Positive impact is exemplified by positive relationships with students, as well as by
creating or being a safe space. Issues around student safety are paramount and more heightened
in the LGBTQ+ community, so counselors perceived their role in this regard as offering support
via crisis counseling as a reactionary measure.
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Identity and Lived Experience Impacts
The counselors interviewed derived their willingness and ability to support LGBTQ+
students from their sphere of identity-forming experiences. For counselors, personal adversities
shaped their empathy working with LGBTQ+ students, and their proximity to the LGBTQ+
community increased their passion to support this community. Another finding illuminated the
connection between their work environments and their subsequent support of LGBTQ+ students.
Counselors who work in more conservative spaces explained the struggle with more outward,
schoolwide support measures. Less supportive environments limited their ability to create a fully
affirmative experience.
What Counselors Do
All counselors identified as student advocates and were able to express how they have
supported LGBTQ+ belonging in individual instances, in small group support such as clubs, or
via schoolwide interventions and curriculum. Findings also illuminated the multiple barriers to
fully supporting a sense of belonging. Barriers identified were a lack of content-specific training
and support, lack of time to dedicate to their school counseling program, and navigating
unsupportive family dynamics of LGBTQ+ students.
The culminating findings suggest that middle school counselors have an immense desire
to provide students with support, such that they experience belonging and affirmation at their
schools. This empathy is derived from their personal identity and lived experience of varied
adversity. They also attempt to provide support despite a lack of a positive schoolwide culture
due to hostile environments and lack of visibility. Despite barriers, school counselors provide
safe spaces and advocacy for their LGBTQ+ student population.
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Chapter Five includes a summary of the dissertation study, recommendations for practice,
and implications for future research.
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Chapter Five: Discussion
LGBTQ+ youth make up a significant portion of the United States student population,
and in California alone there are an estimated 244,000 students aged 13–17 who identify as
LGBTQ+ (Conron, 2020). Middle school is a highly vulnerable time when adolescents need
positive reinforcement around their identity to ensure academic success and emotional wellbeing (ASCA, 2022). Students who experience weaker attachment to school and feel stigmatized
may experience lower levels of academic success (Pearson et al., 2007). Beyond academic
performance, LGBTQ+ youth experience more severe mental health issues, contemplating and
attempting suicide more than their heterosexual peers (Johns et al., 2020, Trevor Project, 2017).
Despite increased efforts and growth toward fostering belonging and addressing hostile school
environments (Equality California, 2022), LGBTQ+ youth still often do not feel entirely safe or
visible in schools (Kosciw et al., 2016). LGBTQ+ youth still rate their sense of belonging in
school lower compared with their non-LGBTQ+ peers.
Research has shown that a sense of belonging for middle school students is an essential
indicator for future academic achievement and positive motivational and health outcomes
(Kosciw et al., 2020; Steiner et al., 2019). The school counselor’s role is to support all students’
success and improve student outcomes. Defined with the role is an acknowledgment that school
can be more difficult for students with marginalized identities (ASCA, 2018; Johns et al., 2020;
Pearson et al., 2007), and counselors’ professional responsibility is to foster a culture of respect
and advocacy (ASCA, 2022).
While there have been shifts in the counseling profession aimed at increasing support and
advocacy for LGBTQ+ youth (ASCA, 2022; Simons et al., 2017), little is known about
counselors’ perceptions of these practices and how their positionality may affect their actions.
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This study examined the perceptions of middle school counselors to gain insight into their ability
and willingness to support LGBTQ+ youths’ sense of belonging. The significance of the study is
to further support the literature on middle school counselors’ support of LGBTQ+ youth and
opportunities to understand perceptions and barriers to the work.
Purpose of the Study
The purpose of this study was to examine perceptions of middle school counselors
regarding their role in supporting LGBTQ+ students’ sense of belonging. This study sought to
understand the connection between a school counselor’s lived experience and their ability and
willingness to support LGBTQ+ students’ sense of belonging. It also examined what is currently
being done by school counselors, if anything, to support LGBTQ+ students’ sense of belonging.
Understanding these factors will speak to contributions and/or barriers that influence this effort.
This study can contribute to the profession’s growth by illuminating how counselors believe they
affect the student experience and how individual experiences shape the work.
The following research questions guided this study:
1. What are the perceptions of middle school counselors of their role in promoting
LGBTQ+ students’ sense of belonging on campus?
2. How do middle school counselors’ identity and lived experience influence their
ability and willingness to support LGBTQ+ students’ sense of belonging?
3. What, if anything, do middle school counselors do to create affirming environments
for LGBTQ+ students such that they feel a sense of belonging on school campuses?
Methodology
The goal of this dissertation was to study how middle school counselors perceive their
role in supporting LGBTQ+ students’ sense of belonging. I chose a qualitative design in order to
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ascertain a better understanding of the positionality of school counselors and the potential effect
on the work they do. I conducted qualitative interviews with 10 middle school counselors over
Zoom. I used a semi-structured approach for the interviews, containing 21 questions. I analyzed
the data using thematic coding to determine findings for each research question.
Discussion of Findings
The findings for this study were based on the collected data, and the themes emerged
based on my analysis of these findings. The following section details a summary of the themes
and findings for each research question and links back to the literature.
Research Question One
Professional Identity
A central theme from the findings is that school counselors align their professional
identity to being supporters of student belonging. A distinction was made for targeting support
for typically minoritized groups, including LGBTQ+ students. Robust professional identity can
be supported by a defined professional role, which can increase job happiness (Grant &
Rothbard, 2013). Development of professional identity is addressed when school counselors are
in their training programs, but fidelity of transfer into the professional setting is heavily reliant
on the district and school site, as it can be lowered by role confusion. This is important because if
counselors have a strong professional identity to be supporters of belonging, they need to be
affirmed and supported in that work at their school sites.
Belief in Impact
Middle school counselors believe that they can greatly influence student experience.
Impact is exemplified by participants feeling they are a safe space for their LGBTQ+ students.
This tracks with research asserting that the presence of a supportive and affirming staff member
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has the most substantial impact on a climate of belonging (Aldridge & McChesney, 2018; Allen
et al., 2016; Kiefer et al., 2015; Kosciw et al., 2013; Kosciw et al., 2016; Russell, 2016). These
protective factors are necessary to combat heteronormative and hostile campus environments
(Kosciw et al., 2013). Positive and more frequent impact could be greater with more focus on
building stronger counseling programs, which would create sustainability and alleviate some
reactive counseling duties.
Research Question Two
Influence of Empathy
A critical theme revealed that school counselors’ lived experiences influenced their
empathy in working with LGBTQ+ students. Counselors who relayed stories of personal
adversity or were in close proximity to the LGBTQ+ community in their lives conveyed more
allyship and support in working with LGBTQ+ youth. Ally development includes personal
awareness, knowledge, skills, and action (Harper & Singh, 2014). Counselors who arrive at and
identify as allies for social justice will be able to align their identity to their counseling role and
syncopate the behaviors of an advocate (Harper & Singh, 2014). Allyship allows counselors to
be affirmative and positive influences in the spaces in which they carry power, while fostering
environments of self-acceptance and relational, emotional, and social development. As such,
allyship identity aligns with the American School Counseling Association’s mindsets and
behaviors for professionals (ASCA, 2021). Additionally, Multicultural and Social Justice
Counseling Competencies (MSJCC; Ratts et al., 2016) dictate a need for counselors to learn selfawareness, awareness of the client’s worldview, and knowledge of culturally sensitive
interventions (Sue et al., 1992).
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Influence of the Microsystem
The environment and work setting of counselors affected their ability to appropriately
support LGBTQ+ students. Unsupportive administration illuminated the job site realities
(Toomey et al., 2012) and incongruence between counselors’ work and expectations from their
administration. Because of a preference and tendency to be harmonizers, well-intended and
equity-minded counselors fall victim to “nice counselor syndrome” (Chung, 2008). Counselors
typically work to create affable campus environments, which innately goes against disruption of
the status quo. This disruption may be necessary in less inclusive environments to advocate for
students. With that said, advocacy development should start in training and lend itself to the
navigation of advocacy within hostile work climates. Owen-Pugh and Baines (2014) suggested
that school counselors reflect on their biases and be aware of the oppression their LGBTQ+
students face. In accordance with professional standards, the American School Counseling
Association (ASCA) has explicitly stated that the school counselor’s role is to promote, affirm,
and respect LGBTQ+ students while recognizing their minority identity and experience in
schools (ASCA, 2020). Additionally, this allyship identity is aligned with ASCA’s mindsets and
behaviors for professionals (ASCA, 2021).
Research Question Three
Safe Space Creators
A central theme identified is that counselors are also safe space creators. As
Hatzenbuehler (2011) described, in schools that foster connectedness and support LGBTQ+
students, the students have more positive outcomes and a lower risk of self-harm. Counselors do
this by creating GSA and affinity groups, providing safe spaces in their offices and in their being,
and individual and small group support. Additionally, counselors support student mental health
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and safety concerns. Concurrent with Kosciw et al. (2020), campuses are hostile environments
for LGBTQ+ youth, which increases risk of self-harm and a need for crisis response. In this
respect, counselors linked these actions with their identity as an advocate. They often felt
compelled to be the voice for students as a source of navigational support. The Gay, Lesbian, and
Straight Education Network (GLSEN et al., 2019) has recommended that school counseling
programs create and model accepting language and promote inclusive environments. This is
something that needs to be done publicly and often to maintain affirming campus communities.
Barriers to Support
Counselors identified barriers that prevent a fully affirming school environment. One
barrier regarded a lack of training with consistent and current information about the community,
and techniques or programming support to grow in this work. Both Farmer et al. (2013) and Kull
et al. (2017) corroborated the need for more training to include professional development and
district support, as many school counselors have good intentions and affirmative attitudes but
need more consistent training.
Family support was a noted barrier as well, as counselors are often navigating student
support in a silo. LGBTQ+ youth may not have access to family as a protective layer (Shi &
Doud, 2017), which puts stress on the counselors to be a pillar of support for the isolated student.
Counselors need to find creative ways to support in unique and varied situations that arise with
their LGBTQ+ student population.
One final barrier is lack of time to focus and implement a comprehensive school
counseling program. Most counselors described their role in a reactive nature, putting out fires
and handling crisis situations. This leaves little time to implement those proactive Tier 1
interventions that support affirmative climates. Although Perkins et al. (2010) described the
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importance of defining the school counseling role in training programs, such as the Transforming
School Counseling Initiative (TSCI), there is an obvious need to align what is being taught in the
classroom with what the role looks like in real life. Shifting district school counseling programs
to focus on systems-level thinking, rather than simply addressing individual student needs and
interactions, could allow more time for LGBTQ+-affirming programming and support.
Implications for Practice
This study contributes to the literature regarding how and why middle school counselors
support the LGBTQ+ student community and the barriers they face. Findings of this study could
inform the practice and implementation of school counseling programs to address the specific
needs of the LGBTQ+ community. School counseling programs need to include fundamental
Tier 1 interventions to include addressing welcoming and belonging for LGBTQ+ students, to
reflect the campus community and beyond. School counselors should also further examine their
perceptions and positionality in relation to the work they engage in with students. It is the
educator’s responsibility to understand their possible impact on student experience, and if it
conveys a neutral or negative experience for students, deeper reflection is needed. Examination
into one’s positionality should be supported by counselor training programs as well as
professional development opportunities.
Comprehensive School Counseling Program
Site- and district-level administration would better support the student experience by
designing a structure that supports implementation of comprehensive school counseling services.
This could be done by working to align their program to the ASCA standards of practice to
address three domains: academic, social-emotional, and college/career, aligned to an MTSS
framework. Supporting proper implementation would allow for meaningful work to be done with
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the campus community on belonging, and introductory work into student responsibility to
maintain a supportive campus community. Focusing on enhancing an affirmative framework can
help to address those non-negotiables every campus needs. This might make it easier to be the
change agents students need and increase allyship for students by supporting developing the
culture of the school toward acceptance.
LGBTQ+ Specific Support
Ultimately, counselors must better support all students with intentional and systematic
programming specifically for the LGBTQ+ population. District support members are
encouraged to review and familiarize themselves with the ASCA National Model and work to
align their program to such, as it is a data-informed and progress-driven model to support
school counselors in their role. Additionally, and specifically, programs should target the
neediest kids on campus. Programmatic support should be built into counseling professional
development to address up-to-date training needs regarding LGBTQ+ students. District and
school counselors should also work to embed yearly program requirements that address the
needs of LGBTQ+ students’ sense of belonging. This can include required Tier 1 interventions
implemented on the academic calendar year, small group offerings, and teacher training.
Of equal importance, there should be opportunities for educators to reflect on their
positionality and how it informs their work, continuously. This work should be embedded in not
only training but ongoing mentorship. Mental health counselors get this emphasis, and so should
school counselors. Using the ASCA position statements and the Change-Agent-for-Equity
(CAFE) model offers a framework for school counselors to center their professional identity as a
“change agent” to drive the work done within their counseling program to promote equity and
access for all students (Mason et al., 2013).
77
Most importantly, this study could benefit the LGBTQ+ population by validating their
worth and value, and could put an onus on educators of their responsibility to adequately serve
all minority populations and make that a priority educational endeavor. With the immense
number of priorities in education, more focus must be placed on creating a sense of belonging, as
it can help address fundamental disparities in the LGBTQ+ student experience related to hostile
environments and academic and life trajectories.
Limitations
This study enhances understanding of the perceptions of middle school counselors of
their role in promoting belonging for LGBTQ+ students and how they do this. However, certain
limitations were present:
1. The interviews were conducted with professionals residing only in one northern
California county; therefore, this study does not account for perceptions in the greater
range of counties in the state.
2. This study was small, with 10 participants. This may not allow for a holistic
understanding and consensus of perceptions or transferability to other school settings.
3. Cultural considerations were not used in this study; therefore, it did not recognize the
possible impact of intersectionality around identity.
4. Interview participants were all women (self-identified), which does not allow for
perspectives from gender identities that fall outside of that identification.
5. Interviews were conducted only once, which is not sufficient to truly understand a
person’s positionality or a total understanding of the work they do.
78
6. As with any qualitative study, the researcher is the primary instrument, so the data
collected may be dependent on the interviewer’s interpretations (Merriam & Tisdell,
2016; Patton, 2002).
Recommendations for Future Research
In interviewing 10 middle school counselors, many considerations were exposed
warranting additional research. There is more work to be done to expand understanding of school
counselors’ role in promoting LGBTQ+ sense of belonging, and to understand that within the
larger ecosystem of the educational system. The subsequent recommendations for future research
are described here:
1. Future research should consider using “Queering School Psychology: A Queer Theory
for School-Based Practice,” offered by Rivera (2021), to further understand how this
issue can be approached to elicit more agency from school-based counselors and
examine the systemic components of this issue. The fundamentals of queer theory put
forth by Rivera can provide a reimagining of school systems and structures to dismantle
the heteronormative lens in which our policies and practices align. Using this framework
in a school setting would move beyond simply focusing on remediating issues that
LGBTQ+ youth experience and instead focus on the structures that are enforcing and
exacerbating them.
2. Additional research is needed in a bigger study to include more middle school
counselors, from a wider geographical location. Ten is a small sample, and adding
more perspectives to the conversation can expand understanding.
79
3. A future study could focus on high school and elementary counselors, to determine
whether differing levels have differing perceptions or how support may evolve or
devolve.
4. Future research could allow LGBTQ+ students to describe their experiences in
middle school, specifically with the school counseling program, and how these have
affected their sense of belonging.
5. A future study could further examine the role cultural identity and intersectionality
play in perceptions of the counseling role.
6. An introspective analysis is needed on counselor bias (if any) and the effects on
LGBTQ+ students.
7. Additional research could be conducted on other factors that affect a student’s sense
of belonging (e.g., family, school site).
8. Additional research could examine how environments may affect allyship and
advocacy.
9. Additional research could focus on educator training programs (teachers and
counselors) and how they are addressing and preparing educators to be humancentered advocates. The counselor’s role is to be the voice where students do not have
one and support a positive experience for students. Educator training programs should
prepare educators to lean into the possible discomfort to shift the larger ecosystem to
make greater impact and change.
Conclusion
Throughout this study, the perceptions and actions of middle school counselors toward
their role supporting LGBTQ+ students’ sense of belonging was examined. It was evident
80
through these interviews that school counselors aligned their professional identity with
supporting students’ sense of belonging, and they had a special understanding of the need to
focus on the LGBTQ+ student community. School counselors were the creators of safe spaces,
and they identified as safe people for their students. Although this study did not include the
voices of LGBTQ+ students, counselors felt strongly that their role had the power of impact,
most often exemplified by close relationships with students and the fact that students seek them
out for support.
This dissertation sheds light on the possible connection between who counselors are and
how that affects how they serve students. The counselors interviewed derived their willingness
and ability to support LGBTQ+ students from their sphere of identity-forming experiences and
current work environment. Adversities that shaped the counselors’ lives informed their empathy
to work with LGBTQ+ students. For some, conservative work environments influenced their
support for LGBTQ+ students by increased difficulty to navigate advocacy and visibility.
Barriers to fully affirming support of LGBTQ+ belonging proved to be more systemic in
nature. There is a lack of content-specific training and support for counselors to engage the
community, as well as a lack of time to dedicate to school counseling programs due to
administrative requests and the chaotic nature of middle school campuses. School districts need
to support implementation of school counseling programs that can target universal Tier 1
intervention and contribute to a more sustained campus culture of affirmation. Although
counselor support of this population took many forms, there was no impetus by district or site
leadership to create any standard form of care for the minoritized populations on campus.
As the LGBTQ+ student community faces the juxtaposition of gaining more visibility yet
facing attacks in the school setting, school counselors must take into consideration how to
81
meaningfully and successfully support these students to ensure school is a safe and affirming
place for everyone. Education and preparedness to dismantle the system and culture of
heteronormativity must start in postsecondary educational programs and develop within the
professional identity of all educators.
82
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Appendix A: Interview Protocol
I. Introduction:
Hello, thank you so much for taking the time to speak with me today. My name is
Teddy Patigian, I am a school counselor as well as a doctoral student and the principal
researcher in this study.
The purpose of this study is to examine the perceptions of middle school counselors in
their role in promoting a sense of belonging among LGBTQ+ students. I am particularly
interested in how your own lived experiences and identity may shape your perceptions about
your role. I will be interviewing multiple middle school counselors about this topic to gain a
better understanding of multiple perspectives. I am interested in your experience and grateful
for your time. I want to assure you I am here as a researcher alone and hold no judgment or
presupposition about what you share with me, I simply would like to hear your perspective.
Just to review, your participation is completely voluntary, and you may stop the
interview at any time. With your permission, portions of this interview may be recorded for
data collection purposes, but your name and information will be kept confidential. I will not
identify you or your organization by name. Pseudonyms will be used, and no demographic
information will be used. The total duration of the interview should be around one hour. The
information gathered today will be collected and used as part of the findings for this study.
With all the information I have given, do you have any questions for me?
II. Setting the Stage:
Let’s start with a few questions to get to know you.
1. Tell me about your experience in the education field?
· What positions have you held?
· How long have you been a school counselor?
2. Can you tell me a little bit about your journey that led you to the profession of
school counseling?
III. Heart of the Interview:
Thanks so much, now I will be moving to questions to better understand how you perceive
your role. Some questions are meant to get a better understanding of your day to day and
others are related to the system you work within.
3. How would you describe your job?
4. Suppose it was my first day as your intern, what would my day look like?
5.Can you tell me about your familiarity with the ASCA national model?
· How does the ASCA National Model influence your practice, if at all?.
6.What is your overall impression on the influence a school counselor has
or can have on a student?
100
7.What are your priorities within your school counseling role? - opinions
and values
· What do you think influences this?
8. As a school counselor, what do you believe your role is in promoting a sense
of belonging for students on campus?
Now I am going to ask some questions about your administration.
9. What importance is placed on promoting a sense of belonging by
your administrator or your district?
· How do you feel your district or administration perceive your role?
· How do you feel your administrators’ perceptions of your role
influence your priorities within your job?
I really appreciate getting to know more about your experience and perspective within your
role. These next questions are focused on your identity and how it affects you as a
counselor. I’m really interested in understanding more about how who we are (lived
experiences and identity) may contribute to how we serve our students. These next questions
are related to your identity and lived experience.
10. How do you feel your life experiences have contributed to how you
support students, if at all?
· What life experiences are you referring to?
11. If I may ask, how do you define the most important aspects of your identity?
12. What does being an ally to the LGBTQ+ community mean to you, if anything?
13. How would you describe the influence your identity (beliefs and values)
has over how you serve LGBTQ+ students, if at all? - presupposition?
· Do you feel any aspect of your lived experience or identity would make
it challenging to advocate or support this population?
Thank you for your time so far. I have one more set of questions, which will focus on
LGBTQ+ youth and sense of belonging.
14. What is your experience with LGBTQ+ community?
15. Out of the many hats that counselors wear, how much focus is put on
supporting LGBTQ+ students, if at all?
16.Can you give me an example of a time you feel you supported LGBTQ+ students?
· What did that look like?
17. Suppose I was interviewing a LGBTQ+ student on your campus, how do you
think they would describe the experiences they have with the counseling
department, if any?
18.In a perfect world, what could a school counselor provide within the scope
of their role that would contribute to an affirming culture to include
relationships and spaces, if anything?
101
· From your experience, tell me about any barriers you have had
working with LGBTQ+ youth Successes?
19. Regarding the LGBTQ+ community, tell me about your comfort and
capability to work with this population?
20. Some people say that social emotional support really isn’t the job of a
school counselor, what would you say to this?
IV.. Closing Questions:
That is all for my series of questions, with that being said, is there anything else you
would like me to know or that you would like to add?
V.Closing Comments:
I am immensely grateful for your participation in this study and thank you for your time.
Please accept this small token of my appreciation (gift card). If I have any follow up questions,
would you be open to me reaching out for clarification? Does email work for that?
102
Appendix B: General Recruitment Letter
Hello, my name is Teddy Patigian; I am a Doctoral Candidate at the University of Southern
California’s Rossier School of Education in the Educational Leadership program. I am
conducting a qualitative study examining how perceptions of middle school counselors affect
their role in promoting a sense of belonging among LGBTQ+ students. I will be using semistructured interviews as my instrument. This study has been approved by the University of
Southern California’s Institutional Review Board. Based on your current position as a middle
school counselor, I am inviting you to participate in my study. Your participation is voluntary.
Your contributions will add to the growing and developing literature regarding school
counselors’ perceptions of their roles and supporting LGBTQ+ youth. If you are willing to
participate, please respond to this email and I will follow up with you regarding the completion
of the Informed Consent, and to set up an interview time, conducted via zoom. You may
contact me at maganapa@usc.edu. Thank you in advance for your consideration in participating
in my study. Participants will receive a small token of appreciation in the form of a $10 gift
card after completion of the interview.
Respectfully,
Teddy Magaña Patigian
103
Appendix C: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089
Perceptions of Middle School Counselors on their role in promoting LGBTQ+ students
Sense of Belonging: A Phenomenological Study
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
The purpose of this study is to hear and better understand the perspectives of middle school
counselors in Northern California as to their perceptions of their role to support LGBTQ+ youth.
This study aims to provide the voices of those directly serving LGBTQ+ students in middle
school, and to examine what is currently being done by school counselors, if anything, to support
LGBTQ+ sense of belonging. This study will seek to understand the connection between a
school counselor’s lived experience and their ability and willingness to support LGBTQ+
students’ sense of belonging. Understanding more about what influences a counselor’s support of
LGBTQ+ youth may contribute to moving towards improving the support these students receive.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 60–90-minute
semi-structured one-on-one interview. All interviews will be conducted via zoom and recorded
via zoom. You do not have to answer any questions you do not want to during the interviews. If
you do not want to be taped during the interview, handwritten notes will be taken. Your
responses will be anonymous and confidential.
PAYMENT/COMPENSATION FOR PARTICIPATION
Due to the longer nature of interview time needed to answer all interview questions, each
Participant will receive a Starbucks gift card in the amount of $10.00. These will be emailed to
the participant and the conclusion of the interview, after the interview and recording have
concluded.
ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with the researcher will not be affected
whether you participate or not in this study.
INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
104
CONFIDENTIALITY
Teddy Magaña Patigian will be the Principal Investigator of this study. Any identifiable
information obtained in connection with this study will remain confidential. Your interview
responses will be coded with a false name (pseudonym) and maintained separately. You will
have the right to review the recordings or transcripts of the one-on-one interviews. All recordings
related to this study will be destroyed once they have been transcribed. The transcripts will be
stored on a password protected computer, which only the Principal Investigator can access.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitor’s research
studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the study, please contact the following individuals:
Principal Investigator:
Teddy Magaña Patigian
maganapa@usc.edu
Faculty Advisor
Darline P. Robles PhD
dprobles@rossier.usc.edu
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
Abstract (if available)
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Magaña Patigian, Teddy Elenora
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Core Title
Middle school counselors’ perceptions of their role supporting LGBTQ+ youths’ belonging
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership (On Line)
Degree Conferral Date
2024-05
Publication Date
01/05/2024
Defense Date
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Tags
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