University of Southern California Dissertations and Theses

Problems and solutions for school counselors supporting Black and Latinx students in the 21st century

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Problems and solutions for school counselors supporting Black and Latinx students in the 21st century

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Content Problems and Solutions for School Counselors Supporting Black and Latinx Students in
the 21st Century
Artia Thomas
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 Artia Thomas 2024
All Rights Reserved

The Committee for Artia Thomas certifies the approval of this Dissertation
David Cash
Timothy Regalado
Rudolph Crew, Committee Chair
Rossier School of Education
University of Southern California
May 2024

iv
Abstract
Academic and opportunity gaps are ever present for Black and Latinx students in United States
high schools. There is limited research on the perspectives and practices of school counselors
that share this racial/ethnic background. This qualitative study navigated the experiences of
seven Black and Latinx high school counselors to understand the impact they have on student
academic and socioemotional outcomes. Semi-structured interviews were conducted with
counselors from high schools in Los Angeles county that primarily serve Black and Latinx
students. The school counselors were asked about their perspectives and strategies for advocacy,
relationship building, socioemotional support and school counselor support. Thematic analysis
revealed five key themes: Cultural barriers and the need for culturally responsive support,
historical negative experiences with high school counselors, impact of cultural and family
dynamics on student experiences, importance of cultural competence and authentic connection
and lack of representation and advocacy within school counseling. Findings suggest that Black
and Latinx counselors utilize cultural knowledge to connect with students, challenge deficit
narratives, and expand opportunities but face challenges with support and limited professional
development. The study emphasizes the importance of Black and Latinx counselors in
supporting marginalized students and suggests implications for counselor training, school
policies, and future research. It underscores the significance of investing in a diverse counseling
workforce and culturally responsive approaches to enhance the success and well-being of all
students.

v
Dedication
To every person who contributed positively to the intention and strength it took to
complete this body of work.
To Dylan and Drew, thank you for patiently waiting for me to achieve a goal that will
allow me to advocate for others. Thank you for your sacrificial love, notes of encouragement and
support. I love you with every fiber of my being and I appreciate both of you for your patience.
To my parents who have always encouraged excellence and intention. You told me I
could do anything I put my mind to, and I believed you. Thank you for your prayers, grace,
guidance, support, encouragement, and love. I appreciate my grandparents Willie and Artie
Greenwood, who taught me the value and importance of hard work and family. Thank you for
setting the foundation.
To my sister, Valerie, who is always my #1 cheerleader. You taught me to read and
started this journey of research and inquisitively. Thank you for always reminding me of who I
am and supporting me in ways I could never thank you for. Oftentimes all it takes is one person
to convince someone that they are special. Thank you for being the one. You are light and it is
you who reminds me of the importance of seeing light in others. This experience guides my
journey as an educator. Danata, thank you for being the on-call sitter, the aunt, my co-parent and
ready for anything that would make this journey easier. You have always been the source of
kindness and I could not have completed this without your support. Thank you for loving my
children through this sacrifice and standing in the gap.
To Danny, we started this program together and you have been with me every step of the
way. I love you and am forever appreciative of your presence, care, your love and your
friendship. Thank you for being supportive in every way.

vi
To my sister-friends: Jazlyn, Tamria, Classi, Nia, Dr. Tiffany, Ke’Yuanda, Krystle, Dr.
Brandi, Yana and Karen, you all have gifted me with laughs, care, meals, check-ins and
reassurance on this journey. I appreciate doing life with friends who value, encourage, and
believe in me.
To Jennifer and Monique, my extraordinary counseling co-workers, thank you for seeing
the counseling program vision and collaborating in ways that will forever change our students'
lives! You have made this process lighter, and I will forever appreciate your friendship,
guidance, teamwork, and care. To my students who inspired this journey of advocacy, this began
because I saw you and believe that you deserve the best education we can provide!
To Ms. Grant, my second-grade teacher and Ms. Bryant, my fifth-grade teacher, who saw
me, spoke life into me and made me feel proud to be young, gifted and Black. Thank you to Dr.
Richard Parham who told me that I belong in every single room that I step into. To Brenda
Hardin, Patrice Archer, JoAnn Fair, Sis. Dean and Aunt Paulette Francis, you are my community
and our relationship taught me the importance of safe spaces for children. Thank you.
To Kyla Lee, thank you for living the standard. Dr. Crowe, you showed me the
importance of education and self-advocacy which opened my eyes to the world of academic
excellence. You set a standard that has grown with every degree. Thank you to Kristin BrownMcCambridge who saw my gift as an educator and decided that the field of education gained a
star.
To Artia, this was a challenge that you accepted and executed. Congratulations on
contributing to the field of education in meaningful ways!

vii
Acknowledgements
Dr. Crew, thank you for your guidance and wisdom. Your support has been instrumental
in the completion of this journey. It has been an honor to work together.
Dr. Regalado, I am grateful for your encouragement, wisdom, direction and assurance.
Your suggestions on navigating such a huge task was instrumental in my ability to finish. Your
commitment to student success is unmatched and evident in every interaction. You are the
educator every student deserves. Thank you.
Dr. Cash, I appreciate your direction, support and flexibility with my journey. Thank you.

viii
Table of Contents
Table of Contents.........................................................................................................................viii
List of Tables .................................................................................................................................. x
List of Figures................................................................................................................................ xi
Abstract......................................................................................................................................... xii
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 4
Statement of the Problem.................................................................................................... 6
Purpose of the Study ........................................................................................................... 8
Significance of the Study.................................................................................................... 9
Theoretical Framework..................................................................................................... 11
Limitations and Delimitations........................................................................................... 13
Organization of the Study ................................................................................................. 14
Summary........................................................................................................................... 14
Chapter Two: Review of the Literature ........................................................................................ 16
Search Methodology ......................................................................................................... 17
Historical Milestones........................................................................................................ 17
The Role of High School Counselors in Supporting Academic Success.......................... 18
Chapter Three: Methodology........................................................................................................ 38
Purpose of the Study ......................................................................................................... 38
Sample and Population ..................................................................................................... 39
Instrumentation ................................................................................................................. 42
Data Collection ................................................................................................................. 42
Data Analysis.................................................................................................................... 43
Trustworthiness and Credibility........................................................................................ 44

ix
Reliability and Validity..................................................................................................... 45
Researcher Positionality.................................................................................................... 46
Summary........................................................................................................................... 47
Chapter Four: Findings................................................................................................................. 48
Participants........................................................................................................................ 48
Research Question 1 ......................................................................................................... 62
Research Question 2 ......................................................................................................... 65
Research Question 3 ......................................................................................................... 69
Summary........................................................................................................................... 74
Chapter Five: Recommendations.................................................................................................. 75
Objective 1........................................................................................................................ 76
Objective 2........................................................................................................................ 77
Objective 3........................................................................................................................ 78
Recommendations............................................................................................................. 78
Limitations of Study ......................................................................................................... 80
Future Research ................................................................................................................ 80
References..................................................................................................................................... 82
Appendix A: Interview Protocol................................................................................................... 93
Interview Cover Sheet: School Counselors ...................................................................... 93
Introduction....................................................................................................................... 93
Appendix B: Research Study Recruitment Flyer.......................................................................... 95
Appendix C: Informed Consent Form .......................................................................................... 96

x
List of Tables
Table 1 Participants Demographics ....................................................................................49
Table 2 Themes...................................................................................................................51

xi
List of Figures
Figure 1 Foundations of Student Support ............................................................................75
Appendix B Research Study Recruitment Flyer ........................................................................95

xii
Abstract
Academic and opportunity gaps are ever present for Black and Latinx students in United States
high schools. There is limited research on the perspectives and practices of school counselors
who share this racial/ethnic background. This qualitative study navigated the experiences of
seven Black and Latinx high school counselors to understand the impact they have on student
academic and socioemotional outcomes. Semi-structured interviews were conducted with
counselors from high schools in Los Angeles County that primarily serve Black and Latinx
students. The school counselors were asked about their perspectives and strategies for advocacy,
relationship building, socioemotional support, and school counselor support. Thematic analysis
revealed five key themes: Cultural barriers and the need for culturally responsive support,
historical negative experiences with high school counselors, impact of cultural and family
dynamics on student experiences, importance of cultural competence and authentic connection,
and lack of representation and advocacy within school counseling. Findings suggested that Black
and Latinx counselors utilize cultural knowledge to connect with students, challenge deficit
narratives, and expand opportunities but face challenges with support and limited professional
development. The study emphasizes the importance of Black and Latinx counselors in
supporting marginalized students and suggests implications for counselor training, school
policies, and future research. It underscores the significance of investing in a diverse counseling
workforce and culturally responsive approaches to enhance the success and well-being of all
students.

1
Chapter One: Overview of the Study
As a Licensed Mental Health Therapist and high school counselor, I have the privilege of
working closely with diverse groups of Black and Latinx children. Throughout my experiences, a
consistent theme has emerged: the need to advocate strategically for educational opportunities
for all Black and Latinx students. Advocacy is essential to ensure that these students are
recognized and treated as children deserving of equitable support and resources.
The educational system in the United States has disadvantaged Black and Latinx
students, leading to significant disparities in academic outcomes and access to resources
(Quintana et al., 2012). Research has shown disproportionately high dropout rates among Black
and Latinx students compared to their White counterparts (Turcios-Cotto & Milan, 2013).
Additionally, Black and Latinx students experience disparities through various indicators—for
instance, biased disciplinary practices (Bottiani et al., 2017; Welch & Payne, 2018); differential
treatment and unreasonable expectations (Carter Andrews et al., 2019; Quintana et al., 2012);
educational discrimination (Merkin, 2022); and underrepresentation in Advanced Placement and
honors courses (Ohrt et al., 2009). School counselors play a crucial role in addressing these
disparities and providing necessary support to ensure the success of Black and Latinx students
(Ohrt et al., 2009).
School counselors are trained to assist students with decision-making, emotional
management, navigating crises, and resolving conflicts (California Association of School
Counselors 2023). When school counselors and other staff build and sustain positive
relationships with students, they can assist, inspire, influence, encourage, and support students
more effectively. These relationships lead to students’ connectedness and academic achievement
(Emde, 2015; Shepard et al., 2012). School connectedness is defined as “the belief by students

2
that adults in the school care about their learning as well as about them as individuals” (Centers
for Disease Control and Prevention, 2009, p. 3). In addition to building relationships, school
counselors are tasked with improving student success by ensuring equal opportunities and access
for all students (American School Counseling Association [ASCA], 2022).
However, there are significant gaps in the effectiveness of school counselors which can
be attributed to factors such as high caseloads (Carey & Dimmitt, 2012), limited resources with
students rising mental health needs (Centers for Disease Control and Prevention, 2013),
inadequate training (ASCA, 2022b), and potential biases and stereotypes (ASCA, 2022b).
The impact of these disparities is particularly significant among Black and Latinx
students (Jones et al., 2020; Same et al., 2018; Turcios-Cotto & Milan, 2013). According to
ASCA (2022b), students of color often attend schools with high student-to-counselor ratios.
While the recommended average is 250:1, the national average is 408:1 (ASCA, 2022b).
Additionally, students of color are at increased risk for mental health needs but are less likely to
be provided with appropriate services (ASCA, 2020). While the population of students of color
in U.S. public schools exceeded that of White students (U.S. Department of Education, 2014),
Kena et al. (2015) states that White students still exhibit higher high school graduation rates
compared to Black and Latinx students.
The underrepresentation of school counselors from diverse backgrounds can also
contribute to a gap in the effectiveness of school counselors (ASCA, 2022a). This gap occurs due
to a lack of culturally responsive support and understanding of the unique needs of students
(ASCA, 2022a). Mulhern et al. (2022) found that

3
students benefit from being matched to a counselor of the same race and from having a
counselor who attended a local college. Non-white students are more likely to graduate
high school and attend college if assigned to a non-white counselor. (p. 3)
Previous studies have indicated that Black and Latinx students positively benefit from
having access to teachers of the same ethnicity (Gershenson et al., 2021; Redding, 2019) as well
as having access to minority teachers (Cherng & Halpin, 2016). Additionally, research has
highlighted the significance of the relationship between Black women educators and their
students, referred to as “othermothering” (Foster, 1993).
ASCA (2022) conducted a study on school counselors’ anti-racism and diversity, equity,
and inclusion (DEI) practices. A random sample of 6,000 ASCA members participated in the
study. The respondents’ ethnic demographics mirror that of ASCA members (ASCA, 2021) with
the largest percentage being White. The research concluded that 45% of schools lack DEI
programs. The study illuminated that “little headway is being made in addressing
disproportionalities and improving students’ understanding of racism and bias” (ASCA, 2022,
p. 3).
There is not only a lack of representation of school counselors of color, but also a
deficiency in diversity, equity, and inclusion practices to assist all school staff in effectively
supporting students of color. This led to a level of inquiry that is a driver for the research I
wanted to pursue. My research contributes to the existing literature on how high school
counselors can support Black and Latinx students by exploring the essential competencies
needed to meet the needs of diverse populations effectively. The exploration was conducted
through the lens of Black and Latinx high school counselors.

4
This qualitative study aimed to address these research questions:
1. What are the attitudes and strategies that Black and Latinx high school counselors
view as critical in serving Black and Latinx students?
2. How do Black and Latinx high school counselors see their work having an impact on
the emotional and academic outcomes of Black and Latinx students?
3. What conditions in the high school environment make it possible for counselors to
have the greatest impact on student performance?
This study aimed to identify the specific challenges that Black and Latinx students face in
the educational system as well as ways in which school counselors can support and advocate for
students, despite educational disparities. The findings of this study will provide valuable insights
into the competencies necessary for effective counseling of Black and Latinx students and
contribute to the development of culturally responsive counseling practices.
Background of the Problem
High school counselors play a crucial role in supporting student success across various
domains, including academics, mental health, social-emotional learning, college and career
readiness, and more (ACSA, 2020). The evolution of educational and organizational policies has
shaped the framework within which high school counselors operate, reflecting an increasing
recognition of their significance in supporting student success. These policy changes have been
influenced by factors such as shifting educational philosophies, federal legislation, and a deeper
understanding of students’ diverse needs.
Federal legislation, such as the National Defense Education Act of 1958, the Carl D.
Perkins Vocational Education Act of 1984, and the School to Work Opportunities Act of 1994,
has directly influenced school counseling by promoting higher education, science and technology

5
careers, vocational guidance, and smoother transitions between K–12 schooling and work
(Gysbers, 2001; Herr, 2001). These legislative acts have emphasized the importance of preparing
students for future educational and career journeys. As a result, high school counselors are
facilitating these transitions and providing guidance aligned with students’ aspirations and
available opportunities.
Additionally, the No Child Left Behind Act (U.S. Department of Education, 2002)
prompted ASCA to develop national student learning standards and a national model for school
counseling programs, aligning counseling practices with standards-based education. In 2014, the
Reach Higher Initiative, introduced by Michelle Obama, aimed to enhance students’ access and
transitions to postsecondary education (Reach Higher, 2019). This initiative built upon prior
federal policies that recognized the important link between school counseling and student access
to higher education. These shifts in expectations for school counselors highlight the importance
of providing differentiated support for diverse student populations, including marginalized and
underrepresented students.
In Los Angeles County, where approximately one-third of the Latinx and Black
population in California resides, there is limited existing research on Black and Latinx high
school counselors, specifically those serving Black and Latinx students (Campaign for College
Opportunity, 2022). This research gap highlights the need to explore the cultural competencies,
including the attitudes and strategies, employed by Black and Latinx high school counselors in
Los Angeles County to better support the success of Black and Latinx high school students.
High school counselors have the responsibility of ensuring students’ progress toward
graduation, college applications, and financial aid, particularly for first-generation and
marginalized students (Tang & Ng, 2019). Culturally responsive counseling services and support

6
are crucial in addressing these challenges and narrowing the educational achievement gaps
(Sanchez et al., 2018). Arredondo et al. (2008) and Solorzano et al. (2000) highlighted the
importance of culturally responsive practices in school counseling, emphasizing the need for
counselors to understand and respond effectively to the cultural backgrounds, experiences, and
needs of Black and Latinx students.
Culturally responsive practices include various key elements, such as the development of
culturally relevant curricula, promotion of positive racial and ethnic identities, integration of
diverse perspectives and resources, and implementation of strategies aimed at addressing
systemic barriers and biases (Solorzano et al., 2000). These practices recognize the importance of
tailoring educational experiences to the cultural backgrounds and lived experiences of Black and
Latinx students, ensuring their identities are affirmed and valued.
Therefore, this study aimed to explore the cultural competencies employed by Black and
Latinx high school counselors in Los Angeles County to support the success of Black and Latinx
high school students.
Statement of the Problem
The nature of the problem is threefold: disparities in academic outcomes for Black and
Latinx students, the impact of student-to-counselor ratios, and the lack of culturally responsive
support for Black and Latinx students.
Black and Latinx students face significant disparities in high school completion rates,
which have a disproportionate impact on their educational outcomes (Petek, 2020). Petek
emphasized that high school graduation rates remain low for Black/African American and Latinx
students compared to other racial and ethnic groups. This is a problem because high school

7
graduation is strongly correlated with post-high school earnings (Clark & Martorell, 2014), and
college graduates are more likely to secure high-paying jobs than non-graduates (Lipka, 2014).
The earnings premium for bachelor’s-degree holders has increased significantly over the
past two decades, yet a significant race gap persists among college graduates (Libassi, 2018).
Addressing these disparities is imperative to ensure equal opportunities and economic mobility
for Black and Latinx students.
High school counselors provide vital support in ensuring that students are on track for
high school graduation, college applications, and career navigation, especially for firstgeneration and marginalized students (Carey & Dimmitt, 2012). High school counselors play a
critical role in this effort by establishing comprehensive counseling programs and providing
services that have been shown to improve test scores and grades, reduce suspension rates, and
strengthen feelings of school connectedness (Tang & Ng, 2019). Counselor-to-student ratios are
an integral part of implementing a comprehensive counseling program (ASCA, 2019).
In qualitative research studies, it was found that a 250:1 counselor-to-student ratio has
positive effects on student attendance, SAT scores, lower absenteeism, and fewer suspensions
(ASCA, 2019; Carey & Dimmitt, 2012; Goodman-Scott et al., 2018). Additionally, students with
lower student-to-counselor ratios were more engaged in college planning and more likely to
make informed college decisions (Lapan et al., 2012). When all students have access to their
school counselor, they have continuous support for academic, social-emotional, and college and
career development.
These findings suggest that the guidance and interventions provided by high school
counselors significantly contribute to students’ academic success and overall well-being.
Identifying effective strategies for supporting marginalized students’ academic success is critical

8
to student success. Research illuminates the importance of intentional efforts by school
counselors, such as small group counseling (Davis et al., 2013; Leon et al., 2011), building
relational trust (Salina et al., 2013), and using disaggregating data to drive interventions (Bruce
et al., 2009).
Despite the importance of high school counselors supporting marginalized students’
academic success, there is limited research on the unique strategies that Black and Latinx high
school counselors utilize to support Black and Latinx students.
Purpose of the Study
The purpose of this qualitative study was to gain specific understanding and insight into
the area of cultural competencies, attitudes, and strategies used by Black and Latinx high school
counselors in supporting the academic success of this population of students. This study aimed to
fill an important gap in the literature and research by examining the specific strategies that
contribute to improving high school graduation rates and college enrollment among Black and
Latinx students. Understanding these competencies is essential for developing effective
interventions and strategies that can address the persistent racial disparities in high school
graduation rates and college enrollment among these student populations.
This study explored the institutional experiences of Black and Latinx public high school
counselors in Los Angeles County. The goal of the study was to identify additional effective
practices and strategies that can be shared with the larger school counseling community. This
research is significant because the demographics of students in public schools have undergone
significant changes over the past few decades, with Black and Latinx students comprising a
substantial proportion of the student population in Los Angeles County.

9
However, the demographic makeup of school counselors has not kept pace with these
changes. According to the ASCA (2012), 76% of ASCA members are White, while 85% identify
as female. These statistics highlight the underrepresentation of counselors from Black and
Latinx backgrounds. By exploring the cultural competencies of Black and Latinx high school
counselors, this study aimed to provide insights into their approaches to supporting Black and
Latinx students. Understanding and promoting these cultural competencies can inform the
professional development of school counselors and contribute to improved outcomes for Black
and Latinx students, ultimately leading to greater educational equity and opportunities.
To achieve these aims, the study utilized a qualitative research design, drawing on indepth interviews with Black and Latinx high school counselors. The study aimed to identify the
cultural competencies that are valued and actively promoted within the professional counseling
community. The findings of this study will contribute to enhancing the knowledge base
surrounding effective counseling practices and ultimately foster the academic success of Black
and Latinx students.
Significance of the Study
This qualitative study aligns with the recommendations of published researchers who
have highlighted the need for comprehensive investigations into the cultural competencies of
high school counselors. By examining the cultural competencies that guide Black and Latinx
high school counselors in supporting the success of Black and Latinx high school students, this
study contributes to the growing body of research aimed at addressing the persistent disparities in
high school graduation rates and college enrollment among these student populations.
The findings of this study can offer insights into how high school counselors can enhance
their cultural proficiencies to effectively support diverse student populations. Initially, school

10
counseling practices operated through a Euro-Western cultural perspective. However, over time,
the development of the multicultural counseling model (MCC) and ASCA national model has
provided guidance for counselors working with students from various backgrounds (Goodman &
Gorski, 2015).
The MCC model and the existing organizations that play a significant role in shaping the
school counseling profession rely on the assumed benevolence of those in positions of power
when establishing frameworks. These models are constructed on the premise that all students
require equal amounts of time and effort, even though marginalized communities often require
more due to historical and ongoing inequalities (Dillon, 2009). These inequities encompass
issues such as the school-to-prison pipeline (Brown, 2007; Casella, 2003), special education
placements for African American students (Moore et al., 2008), and disparities in financial
resources (Council of Economic Advisers, 1998).
To challenge and dismantle prevailing narratives, school counselors need to understand
the effects of their students’ experiences, which include, but are not limited to, microaggressions,
the impact of White privilege on future college and career experiences, and racism (Goodman &
Gorski, 2015). School counselors need to support students actively by speaking up and, most
importantly, by understanding and acknowledging that even with all attempts at inclusivity, there
will always be societal forces that hinder equality for marginalized students (Goodman & Gorski,
2015).
The schools and staffing survey provides data on school staffing in the United States.
According to the National Center for Education Statistics (NCES, n.d.-b), there were 114,580
school counselors serving a total of 41,436,650 students in mirroring schools. However, the
national average caseload for a school counselor is 408:1 for the 2021–2022 school year, which

11
exceeds the appropriate average caseload of 250:1 recommended by ASCA (NCES,
n.d.-a).
While there is a shortage of school counselors, it is imperative for them to not only
address caseload concerns but also actively engage in self-reflection. School counselors should
commit to dissecting their personal culture and its impact on the school environment, being
mindful of personal biases, and recognizing how their personal cultural identity may influence
their work with students (Tadlock-Marlo & Hill, 2019).
Theoretical Framework
School counselors play a vital role in supporting students. To be effective in this role, it is
essential for counselors to adopt a student-facing lens and prioritize the experiences and voices
of students themselves. Critical race theory (CRT), othermothering, and the “windows and
mirror” theories serve as valuable frameworks for illuminating the intersections of race,
ethnicity, and support for Black and Latinx students. CRT states that race is not merely an
individual characteristic, but a social construct deeply embedded in systems and institutions,
shaping the lived experiences and opportunities of marginalized groups (Delgado & Stefancic,
2001).
By utilizing CRT to analyze the specific challenges encountered by Black and Latinx
high school students, school counselors can better advocate for students by creating a safe space
for marginalized students to experience education. This approach aligns with the concept of
“othermothering,” which illuminates the ways that educators accept the responsibility for a child
who is not their own (Foster, 2019). Othermothering is birthed from an African cultural
traditional practice of communal lifestyles and interdependence of communities, suggesting that
children belong to the community, not solely their biological parents (Greene, 2020). When

12
students feel seen, heard, and respected they are more likely to seek support and engage with
members of the school community.
Advocacy reaches beyond extending enrollment opportunities for students. It may also
mean illuminating and celebrating students who are usually not considered for awards,
challenging school staff when certain students are given preferential treatment, and supporting
students as they understand how racism operates within educational institutions.
As James Baldwin (2008) eloquently stated, “The paradox of education is precisely
this—that as one begins to become conscious one begins to examine the society in which he is
being educated” (p. 1). To facilitate the transformative experience of which Mr. Baldwin speaks,
students require educators who possess a deep understanding of their unique backgrounds and
perspectives.
Student experiences and needs are important in creating comprehensive counseling
programs that reflect the diverse student body. School counselors should be intentional about
addressing disparities in Advanced Placement enrollment and support as well as promoting fair
and equitable recruitment for extracurricular leadership activities like student government or
leadership clubs.
Integrating the “windows and mirrors” theory in school counseling practices promotes
representation and diversity in the materials school counselors use to develop curriculum for
student support. This theory recognizes the importance of providing students with both “mirrors”
that reflect their own identities and experiences, and “windows” that open up opportunities for
understanding and appreciating the experiences of others (Bishop, 1990).
Weaving together these approaches allows for more culturally responsive counseling
practices that acknowledge and validate students’ racial and ethnic identities. By embracing

13
diversity, challenging biases, and understanding the impact of race and ethnicity, school
counselors can contribute to a more equitable and inclusive educational experience for all
students.
Limitations and Delimitations
The current research explored the narratives of Black and Latinx school counselors,
aiming to shed light on their experiences, challenges, and strategies. In any research study, even
a qualitative case study, the scope and delimitations are crucial factors to consider (Tang et al.,
2020). Within the context of this qualitative case study, some typical scope and delimitations
included the potential for bias and subjectivity in the narratives, recognizing that each
individual’s experiences and beliefs can influence the way they communicate their stories. This
potential bias should be approached with awareness, and the findings should be interpreted
within the broader context of the participants’ backgrounds and experiences.
Another limitation was the representativeness of the sample. The narratives provided by a
specific group of Black and Latinx school counselors may not be fully representative of the
entire population. Factors such as geographic location, school setting, and personal
characteristics of the participants can influence the perspectives shared. Diversity within the
Black and Latinx school counselor population exists, and the findings may not apply universally.
Delimitations enable the researcher to decide on the study’s topic, research questions, and
theoretical perspectives, as well as the sample, sample size, and tools used to implement the
study (Leedy & Ormrod, 2010). This study was bound by the following specifications: The scope
and focus of the research may restrict the depth and breadth of the narratives collected. For
example, the study only included a specific region or a limited number of participants, which
could limit the generalizability of the findings.

14
Despite these limitations and delimitations, narratives from Black and Latinx school
counselors provided valuable insights into their experiences, challenges, and strategies. They
offer important perspectives that can contribute to a more comprehensive understanding of the
unique needs of these student populations and inform culturally responsive practices in school
counseling.
Organization of the Study
This dissertation is organized into several chapters to provide a coherent and logical flow
of information. Each chapter contributes to the overall investigation of the unique competencies
of Black and Latinx high school counselors in Los Angeles County.
Summary
This study attempted to identify problems and solutions for guiding Black and Latinx
students. Prior studies consistently highlighted the importance of race-match effects with Black
teachers and students, demonstrating positive outcomes in terms of academic achievement, selfesteem, and cultural understanding (Dee, 2007; Egalite et al., 2015). However, while the
literature acknowledged the importance of representation and cultural congruence, there is a
research gap in studies about the effectiveness of Black and Latinx counselors specifically for
Black and Latinx students. Despite the increasing diversity of student populations and the
growing presence of Black and Latinx counselors in schools, limited research has explored the
unique contributions and impact of these counselors on the educational experiences and
outcomes of Black and Latinx students. This study aimed to address this research gap and
provide valuable insights into the effectiveness of Black and Latinx counselors in supporting the
academic and socioemotional needs of Black and Latinx students.

15
The results of this study may support educational stakeholders such as district hiring
managers, school counseling programs, school counselors, and, most of all, a more impactful
educational experience for Black and Latinx students. School counseling programs can use the
findings to inform their curriculum and training initiatives, ensuring that counselors are equipped
with the necessary cultural competencies and strategies to support these student populations
effectively. Additionally, school counselors themselves can benefit from the study’s outcomes,
gaining a deeper understanding of the specific needs and experiences of Black and Latinx
students and incorporating this knowledge into their practice.
Ultimately, the findings of this study have the potential to contribute to a more impactful
educational experience for Black and Latinx students. By addressing the gaps in research and
highlighting the significance of Black and Latinx counselors in supporting students from these
communities, the study can foster a more inclusive and equitable educational environment for all
students, regardless of their racial or ethnic background.

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Chapter Two: Review of the Literature
The quest for equality is an integral part of education. According to Smith (2018) and
Ginting (2020), morality constitutes core notions of fairness and justice. This study focused
on the existing research on the academic gap between Black and Latinx students. Such
understanding necessitates an in-depth comprehension of the challenges that these communities
face within the education system. The purpose of this review is to delve into the topic of
culturally sensitive school counseling and educational disparities by examining different aspects
of educational disparities and the role of culturally sensitive counseling.
The current education sector has been going through transformation caused by historical
changes. Among these are the National Defense Education Act of 1958 and the No Child Left
Behind Act of 2002 (Roumell et al., 2020). In line with Mitchell et al.’s (2019) study results,
policymaking steps demonstrated a huge impact on the journey of minor students, particularly
Black and Latinx children, especially on the level of access to resources, disciplinary practices,
and overall educational attainments.
These findings highlighted the issues counselors encounter and the challenges that
prevent them from enhancing the students’ accomplishments. Additionally, they focused on the
value of a holistic approach, which describes the significance of secondary school class advisor
who deals with students’ academic concerns and educational planning.
A close look at the micro aspects as well as the perspectives behind the divide in
academic performance between Black and Latinx pupils, and the value of racial differences in
educational attainment, should be performed. This goes beyond just plain statistical disparities to
understand the fundamental issues which have been created in the schools that stretch beyond
standard socioeconomic factors.

17
This chapter discusses the specific challenges Black and Latinx students face.
Researchers such as Ladson-Billings (2022) and Jacobs and Haberlin (2022) looked at the
influence of culturally relevant counseling approaches. Such practices follow the theory of
communication, effective teaching practices, teacher facilitation, and the plurality of perspectives
advanced by Ladson-Billings (Jacobs & Haberlin, 2022; Ladson-Billings, 2022). The review of
research shows positive outcomes of such practices and provides practical ways of realizing
them to close gaps and create a favorable, all-inclusive atmosphere for students.
Search Methodology
Sources of research were availed to get comprehensive information on the educational
breakdown between Black and Latinx pupils, which emphasize the pivotal role of high school
counseling and practices that are culturally sensitive. The research was mainly supported by
research phrases including educational disparities, reasons of turmoil for Black and Latinx
students, roles of the high school counselors, culturally responsive practices, and student success
across crucial databases like ERIC, JSTOR, PubMed, and Google Scholar.
Through this approach, the authors were allowed to examine the current body of work
carefully using specific keywords and databases. This literature review draws on materials from
a variety of sources and lends credence to their reliability and broadness, providing a strong basis
for analyzing different dimensions of educational equality and counseling roles in high school.
Historical Milestones
Historical events alter the nature of educational fairness and thereby affect the
educational journeys of minority students. A significant milestone was made during the Cold
War in the form of the National Defense Education Act of 1958, which emphasized educational
financing by the national government to cultivate scientific and technical education (Watson,

18
2019). However, the effect of such programs on underserved communities, including Black and
Latinx students, has been mixed and sometimes catastrophic (ASCA, 2022).
The No Child Left Behind Act of 2002 instituted a new era of educational accountability,
applying standardized testing to test students’ competence (Ruff, 2019). Despite its purpose of
achieving equity in performance, the Act has been criticized by individuals who claim that
instead of eliminating the inequity, it maintains it and puts unnecessary pressure on the schools
serving minority students (Bottiani et al., 2017). They underscore how educational policy is
intertwined with the lived experiences of Black and Latinx students, thus providing a better
understanding of the basis of educational inequity in history.
The Role of High School Counselors in Supporting Academic Success
According to Blake (2020), counseling in high school is instrumental in shaping students’
academic and personal outcomes. According to ASCA (2022), about 80% of a school
counselor’s time should be dedicated to student services. This ratio emphasizes a high degree of
contact with students, highlighting the role of the counselor as a key source of direction at every
stage of growth (Sverdlik et al., 2018). Bruce et al. (2009) asserted that high school counselors’
responsibilities involve more than academic counseling toward overall improvement of students’
general wellness and achievement. The study showed that counselors engage in several
educative, preventive, and intervention programs throughout the stipulated 80% period (Corno,
2023). However, such engagement aims to mold pupils who are in the intricate development
stage toward future success by customizing help for them as they navigate the complexities of
personal and academic growth (Corno, 2023).
Nevertheless, the school counseling contexts and conditions are limited. Blake (2020)
compared two schools of thought concerning the roles taken by secondary school counselors.

19
The study revealed that counselors have numerous challenges in their job descriptions including
role conflicts and non-counseling administrators supervising and evaluating them, among others
(Blake, 2020). These conditions reduce the amount of time counselors can be used to improve
student social and academic performance (Corno, 2023). Therefore, this aspect highlights the
need to define their roles in the school setting better.
Also, the ASCA student service work guidelines provide several initiatives designed to
improve the understanding of the most important responsibilities of high school counselors.
Casell (2003) argued that the ASCA standards are comprehensive and highlighted the
significance of student service in the counselor’s role. According to Casell (2003), it involves
interaction with the students, signifying concern for their welfare and progress. This goes beyond
usual academic advice but considers how a student’s social and emotional well-being impacts
their growth (ASCA, 2019).
Student service work is about providing proactive efforts that lead them safely to the next
developmental stage and prepare them for further hardships they must face (Cress et al., 2023).
The framework recognizes children’s growth and development and considers counselors as
critical partners in providing these child-specific interventions. This, in turn, makes the ASCA
rules focus on the diverse nature of the counselors’ roles and how they affect students’ learning
experiences.
Difficulties in an Ambiguous Role
Although ASCA clarified its guidelines, studies have revealed that high school
counselors’ functions are unclear. According to Blake (2020), these include administrator
supervision not performed in counseling situations, poor performance appraisal, and work
conflict. The problematic situations reduce the amount of time available for counselors to

20
enhance social and academic outcomes (Blake, 2020). Furthermore, the study highlighted the
importance of having an in-depth understanding of the internal conditions that affect the
counselor’s role at school (Green et al., 2020). Blake insisted that her research required detailed
consideration of design issues that will enable counselors to concentrate on student-centered
activities. It is important to deal with those problems as they can help to improve the efficiency
of high school counseling programs.
Educational Planning and Academic Counseling
Aside from the significant concerns raised by Blake, the study constantly reminds people
about the important role that high school counselors play in offering academic counseling
including educational planning. As Hoyt (2001), Jenkins (1987), and O’Dell et al. (1996)
affirmed, counselors can be vital sources of guidance for prospective students planning
postsecondary options. They help them understand the intricacies of educational paths and
college applications and link students to recruiters (Royster, 2003). This research recognizes the
crucial role of personal support in guiding students through the complex paths toward different
purposes and interests.
A Strengths-Based Strategy
In addition, the study emphasized the importance of discovering the talents or abilities of
individuals from deprived neighborhoods in counseling. Martin-Báro (1994) adopted a strengthsbased approach in which he argued that disadvantaged people provide great input into society
and have an inner strength that empowers them in the face of discrimination and oppression. This
changes the way in which the counselors are viewed, enabling them to facilitate multicultural
therapy. This way, those counselors adopting a strengths perspective distance themselves from
viewing people coming from disadvantaged situations to be just passive counseling recipients

21
(Strijbos & Jongepier, 2018). However, they recognize their agency and achievements,
stimulating empowerment and self-emancipation (Martin-Baró, 1994).
Such a shift in the educational tale has profound implications for counseling techniques
where the counselors now draw from the students’ experiences and knowledge to work towards
equity. However, a comparison study by Blake (2020) revealed problems with the indistinct
position of senior counselors. The study considered the complicated and ambiguous role of high
school counselors, focusing on the problems and contradictions of which their occupation is full.
This comparative study is important because it showed what hinders counselors from
fulfilling their roles and impacts students’ outcomes. The study, titled “Other duties as assigned:
The ambiguous role of the high school counselor” gives valuable insight into the range of
functions performed by high school counselors and impacts they are likely to have on their
effectiveness. Yet, good supervision seems to be a major challenge for the adequate execution of
counseling duties.
This is because educational institutions are hierarchical; thus, at times, the administrators
who supervise counselors do so out of ignorance of all intricacies associated with counseling.
This supervisory dynamic can lead to counselors being deprived of their autonomy, conflicting
goals and expectations that might prevent them from prioritizing school-based health and
academics.
Impact of High School Counseling Services on Academic Outcomes
The impact of high school counseling and support on academic outcomes shows the
crucial role that counselors play in changing students’ education outcomes. Bryan et al. (2009)
suggested that counselor expectations and priorities also contribute to student outcomes. The
expectations and objectives of counselors proved to exert significant influence upon students’

22
results and higher education enrollment, according to Bryan et al. Therefore, the expectations
that are held by educators, especially by the school counselors, play a significant part in affecting
the students’ education as well as their career decisions and activities. Moreover, Bryan et al.
(2009) conducted an extensive study on the link between counselors’ expectations and students’
accessing college information and postsecondary enrollments. The research showed that students
are more likely to attend college or have continued education when counselors express positive
expectations or generally good attitudes towards them.
Nevertheless, the literature acknowledges that counselors are also prone to bias which
may result in lower anticipations, especially for students coming from socially disadvantaged
backgrounds. Removing and identifying these forms of biases is the basis for a positive
environment in academic setting. Consequently, counselors should be able to maintain focus on
the client and professional development are needed due to possible biases. For instance, bias
impacts education-based inequalities.
According to Matthew (2019), counselors may subconsciously act with prejudice that
results in a negative perception of some learners considering the vulnerable ethnic groups.
Such prejudices could be the cause of either indiscrete performances or success leading to
disadvantaging learners and hence denying them opportunities and resources. It may also be
beneficial to look into professional growth and development. School counselors should undergo
regular professional development in order to challenge these stigmas (Witzsal et al., 2021).
Witzsal et al. (2021) observed that professional development seminars help counselors reflect on
their biases, rethink their prior assumptions, and strive to be impartial towards all children.
Counselors can find out about inequalities by looking at some of the particular facts
relating to ethnicity, gender, poverty, and academic achievement when it comes to students’

23
college attendance patterns. Counselors can now provide tailored intervention for every child,
regardless of social or economic background, because of using this data-driven approach.
College preparedness can be emphasized to attain this target. Therefore, in this way, counselors
should give 50% of their time for college readiness counseling. Counselors are strategically
allocated so that they can focus on pertinent issues such as self-advocacy, time management, and
school-family-community relationships.
The work of Bryan and Henry (2012) brought forward the requirement that college
preparatory be included in the training and practice of college counselors. It, therefore,
highlighted the essence of preventive strategies that would enable counselors to have adequate
skills and techniques for working with different student populations. Their conclusion is that
school counselors promote student achievement and decision making on future learning
opportunities. The other factor that contributes to this discrepancy is how much students’ goals
are related to objectives and goals of counsels and their expectations. Therefore, recognition of
counselor bias emphasizes the necessity to continue improving oneself professionally, thus
reducing biased approaches towards all pupils. Similarly, Bryan and Henry (2012) asserted that
learning institutions can help close the achievement gap by providing support for every student
to meet their educational goals. Therefore, to achieve this, it is necessary to apply a data-based,
inclusive, and strategic counseling method.
Disparities in Educational Attainment Among Black and Latinx Students
Analyzing racial disparities in college-going rates provides a significant starting point for
investigating and fixing inequities in education. Tate et al. (2015) repeated the need for a more
inclusive perspective in multicultural counseling research. Intercultural research has often been
criticized for having a Western-centered approach that disregards the different life experiences of

24
various races and cultures. For instance, Tate et al. (2015) recommended a wider framework that
recognizes and harmonizes the differing perspectives of marginalized populations such as Black
and Latinx students. Moreover, the liberatory analysis of Tate et al. challenges the conventional
standards of multicultural counseling competency research. This requires a shift towards social
justice decoloniality in the research approaches. The above call for liberatory analysis is in line
with the goal of fostering fairness and eliminating social barriers, resulting in racial differences
in educational achievements.
Darling-Hammond (2007) explored the accountability system’s impact on educational
gaps like “Texas Miracle” and the No Child Left Behind Act. These means of accountability
were first introduced in order to improve the educational outcomes, but they have since then
been questioned due to their excessive exaggeration of the existing inequalities.
As highlighted by Darling-Hammond (2007), however, the unintended consequences of
accountability systems have included the efforts to raise the test scores and graduation rates. At
the same time, these attempts have been unevenly felt by minority students (Dillon, 2009).
Practices like not counting some pupils for exams, retaining grade, and kicking out nonperforming students from school have predominantly affected African American and Hispanic
children. This is a symptom of a systemic problem, where closing educational gaps may
inadvertently widen them even further through accountability measures. The “Texas Miracle”
and No Child Left Behind Act were intended to improve educational standards but, ironically,
contributed to a system that disadvantaged specific students’ demographics (Dee, 2007; Dillon,
2009).
As observed by Tate et al. (2015) and Darling-Hammond (2007), it is essential to assess
the current educational systems and practices. This emphasis requires a second look at

25
multicultural research to involve more experience. At this stage, officials should simultaneously
examine the unanticipated consequences of accountability systems as a way of breaking with the
perpetuation of inequality. The educational system should pursue more inclusive policies
towards reduction of the racial inequalities around educational attainment (Foster, 1993). This
entails using diverse perspectives in research methodology, identifying the distinct problems that
Black and Latinx populations tend to experience, and eliminating policies that inadvertently
exacerbate educational disparities. Foxx et al. (2020) examined the racially grounded educational
achievements gap, calling for change of the research model and educational practice. In another
study by Tate et al. (2015), the results suggested that such research into multicultural counseling
competency should be more socially equitable. On the other hand, Darling-Hammond’s (2007)
review of the accountability system pointed out a need to evaluate policies carefully to avoid
reinforcing the already existing disparities. The education system could make great steps towards
equality and eliminating the race gaps in learning if it adopted an inclusive research perspective
and addressed the institutional barriers (Goodman & Gorski, 2015).
Factors Contributing to Disparities in Academic Success
According to Jang’s (2023) research, fair performance and education injustice is usually
because of the socioeconomic background and academic standing. Finally, Petek’s (2020)
research pointed out a complex interconnection between socioeconomic status and student
performance. Socioeconomic status has remained the greatest measure of academic performance
over the years; scholars from the middle class generally experienced an enhanced academic
trajectory. However, Petek’s findings highlighted a troubling reality: Even when one makes
allowance for differences in socioeconomic background, inequalities in student achievement still
linger. In his article, Petek (2020) noted that students do not necessarily fall behind due to

26
socioeconomic status, as stated by the California Legislative Analyst’s Office. However, despite
controlling for socioeconomic factors, African American children performed poorly on various
state exams, had fewer graduates, and were left without the feeling of being ready for college
occupation. These implications could be very significant. As argued by Leon et al. (2011), while
better socioeconomic status may not necessarily eliminate those gaps between student
performances, it is still important. This large gap casts doubts over the idea that merely reducing
economic inequality would be able to solve the performance gap—hence, a thorough and varied
scheme.
Addressing Disparities Other Than Race
The discourse about educational inequities often focuses on racial and ethnic minorities.
Noguera (2001) argued that it is time to expand this conversation and investigate the issues that
White students are facing in education. Noguera suggested addressing poverty, racial
segregation, and educational disparity for sustainability of equality and inclusion. Noguera’s
study posed a challenge to the prevalent discourse, which highlighted issues like academic
hardship among White pupils as well as the prevalence of White poverty in the United States.
The theory argued that limited attention to race when developing antiracist and multicultural
social policies tends to miss or ignore the schooling troubles experienced by White children
leading to misunderstanding of education inequality. Noguera (2001) highlighted the need
to shift the focus away from the narrow racial lens and toward broader determinants of
achievement. According to Noguera, broader issues that rival the labeling of race like poverty,
racial segregation, and systemic educational disparities should be handled, as compared to the
matter of race.

27
Noguera’s experiences reflected successful strategies that are research-based and have led
to positive educational outcomes. A way to achieve this is through equalizing school finance,
which is a system of distribution that aims at reducing unequal school resources for people of
different classes. Lower class sizes also lead to better student outcomes and, thus, another
successful approach (Lochmiller & Lester, 2017). Moore et al. (2008) further argued that this
strategy may be particularly relevant in the case of schools serving a disadvantaged population.
It is crucial to highly prioritize the necessity of supplying adequately qualified instructors.
According to Moss and Singh (2015), quality teachers play significant roles in creating
conducive learning environments, mitigating the effect on education and social injustices.
For this reason, the NCES conducted studies that aimed at identifying the factors
affecting the differences in academic performance to develop appropriate strategies to deal with
educational inequality. The findings of a recent parallel study by Petek (2020) cast doubts on
traditional assumptions regarding the impact of socioeconomic status on achievement that call
for a different view. The provision of equal financing of schools and decreasing the number of
classes as well as experienced staff would be some of the ways of improving the environment of
the schools able to have education for all. Institutions of learning can play pivotal roles in closing
these gaps beyond race and employing more comprehensive approaches.
Specific Challenges Faced by Black and Latinx Students in Education
Black and Latinx children experience different challenges that hinder their participation
in the education system. It is important to understand these difficulties to develop customtailored treatments that address the challenges these students face. The embeddedness
perspective advanced by Royster (2003) clarifies why it is hard for Black pupils to build social
capital. Postgraduate possibilities can be predicted by social capital defined as networks of

28
contacts that provide access to resources. However, it is highly unlikely that Black students will
be exposed to important institutions and powerful networks like their White counterparts. The
research also demonstrated that Black students may be excluded from influential circles and
powerful networks—and, therefore, their capacity for social capital. This limitation heavily
contributes to social capital and thus is a major prerequisite for postgraduate studies. Black
children, and particularly out-of-school options for them, may find themselves at a huge
disadvantage when accessing the various types of social capital they have. It emphasizes the
need to investigate the institutional impediments hindering social capital and post-high school
prospects for such Black students.
Park-Taylor and others (2022) explored Latinx experiences in STEM education and
career pathways. Park-Taylor et al. believed that means such as the presentation of STEM
professionals who are relatable or inspirational, the promotion of developing STEM skills, and
the removal of obstacles set by the institutions will increase the number of the Latinx
professionals in STEM.
According to Poynton and Lapan (2017), low-income community also have various
barriers to education like building restricted social capital and limited representation in STEM
fields. Finally, the study of Park-Taylor et al. identified Latinx learners’ involvement in STEM
education and suggested new approaches for the learners to make educated choices about their
education and career. Educational institutions need to acknowledge and assist in solving these
issues to create an atmosphere where Black and Latinx students will thrive in academics and the
workplace.

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Culturally Responsive Counseling Practices
Crash-Adcock (2006) identified culturally responsive counseling as one of the notable
models of counseling, which aims to taking into consideration diverse cultural contexts and their
unique lived experiences, among others, to offer the right help to learning. As identified by
Ladson-Billings’ pillars, Foxx et al. (2020) offered an overview of the very general steps towards
a culturally responsive pedagogical framework. According to the Ladson-Billings theory,
counselors can be trained to be culturally responsive or literate through the eight pillars, which
helps to avoid exclusion and misunderstanding. Support pillars involve key concepts, which
enable counselors to respond effectively to diverse students’ needs.
• Communication of high expectations: Culturally competent counselors motivate
students from different racial and ethnic origins to be the best they can be. Counselors
insure high and consistent expectations to all students, regardless of cultural
background, to promote a conducive and stimulating learning atmosphere (Shepard et
al., 2012). Above all, students of color ought to be reminded with equal consistency
how they can excel (Salina et al., 2014).
• Active teaching techniques: Counselors employ active teaching techniques so that
they can be connected with every pupil dynamically. The above research finding is
also supported by Tang et al. (2020), whereby active counseling includes matching
students with their appropriate learning levels and helping them develop the
necessary knowledge-building skills.

30
• Practitioner as facilitator: In essence, culturally sensitive counselors are advisorscum-advocates for the students. Turcios-Cotto and Milan (2013) noted that they
connect culture and the community into the learning environment. Counselors see
students as experts in their own lives and encourage them to talk about their stories
and views on matters. It builds an autonomous feeling and encourages personal
expression.
• Inclusion of culturally and linguistically diverse students: Counselors incorporate
visual aids, photos, and other culturally representative symbols so that all children
would be covered. It is important to have conversations about issues that matter to
parents, families, and the school community at large (Wang & Dinkes, 2020). Wang
and Dinkes (2020) described inclusion techniques to mean including these students in
schoolwide programs and activities.
• Cultural sensitivity: Culturally sensitive counselors work hard to understand the
cultures in their school settings (Shepard et al., 2012). Such information is the basis
for successful counseling approaches. Being culturally aware is critical for counselors
since they must be capable of connecting with students coming from different
backgrounds (Tillman, 2002).
• Curriculum redesign or service delivery: A thorough school counseling program has a
research base, which is inherent in the school’s mission (Ramirez, 2022). In line with
Ramirez (2022), culturally sensitive counselors modify and adjust counseling
programs to address cultural competency. It involves tailoring curriculum or service
delivery to meet the distinct requirements of children with different origins.

31
• Student-controlled discourse: Redding (2019) argued that culturally responsive
counselors examine culturally relevant approaches to placing students into advanced
placement courses. These choices are encouraged among students and families who
allow student-controlled debate to ensure equal access to education (Redding, 2019).
In addition, Quintana et al. (2012) and Solorzano et al. (2000) asserted that the eight
pillars from Ladson-Billings served as a base for designing as well as implementing
culturally responsive counseling approaches. Counselors have principles that enable
them to set high standards for students, use active teaching methods, and become
agents of empowerment. The study argued that through cultural diversity, sensitivity,
and tolerance, counselors adapt the programs to accommodate student-controlled
discussion and modifications. By adhering to these foundations, counselors can create
a helpful and equally fair educational environment that considers the diversity of
student origins.
Benefits and Effectiveness of Culturally Responsive Counseling
Culturally responsive counseling entails more than just addressing diversity, but, instead,
it purposely aims at serving the special needs among different student populations with varying
cultural orientations. The application of these strategies is not only for creating a friendly
learning environment but also for developing the child’s academic excellence as well as holistic
growth. Researchers like Byrd (2015) and Mar (2018) have found that diversity greatly affects
educational institutions. The various academic achievements, the level of student motivation, and
the development of critical lifelong skills depend on the diverse learning experiences provided to
students in this environment.

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In his study, Byrd (2015) analyzed the effect of diversity on the academic success of
students. This means that exposure in a diverse learning environment might have significant
effects on academic performance. Different perspectives and approaches to learning can be
valuable in several situations, leading to better performance. This kind of approach provides a
more fruitful learning experience that surpasses the typical method of teaching, or the
motivational factors of classroom diversity, according to Mar (2018). Being exposed to students
from different cultures helps develop one’s ability to engage in conversations that solve
problems. The exchange of diverse perspectives engages students to be actively involved in their
learning path. Through exposure to different experiences and perspectives within a multicultural
educational context, motivation is achieved. Additionally, engagement with different cultural
backgrounds leads to the gaining of crucial life skills beyond merely achieving academic goals.
As Byrd (2015) suggested, considering diversity enables students to develop crucial life skills
like empathy and appreciation of different cultures and opportunities. The abilities are essential
for educating students about the complexities of the practical world as it is necessary to
understand various perspectives for a successful jointness or problem-solving. As per Markowitz
and Puchner (2014), diverse learning experiences in schools help children have better academic
experiences and social growth. The exposure of these students to good role models and from
various home circumstances may be immensely beneficial.
Markowitz and Puchner (2014) stated that students can develop good character through
exposure to good role models in a diversified school system. Culturally sensitive counseling
practices are intended to enhance an environment that enables all students to find a positive role
model and get the support they require for academic and personal development. The
development of empathy towards different cultures and respect for community resources comes

33
as an outcome of varied learning experiences. Consequently, the pupils’ social and emotional
development is facilitated, enabling them to navigate the challenges associated with the
globalized society. Moreover, culturally relevant counseling models have many benefits, from
improved academic performance to development of essential life skills. All studies conducted by
Byrd (2015), Mar (2018), and Markowitz and Puchner (2014) were aimed at highlighting the
significance of diversity in a classroom. Culturally sensitive counseling enhances diversity in
various aspects such as acceptance, motivation, and skill development. Culturally responsive
counseling approaches are critical in creating well-rounded individuals who are academically
successful and have the skills that are necessary for success in a diverse and interconnected
society.
Strategies for Implementing Culturally Responsive Counseling Practices
Careful consideration and an appropriate approach to culturally sensitive counseling are
needed. Foxx et al. (2020) and Ladson-Billings (2022) have created a collection of techniques
that school counselors can use to develop an inclusive developing inclusive, culturally sensitive
workplace.
• Raising expectations through communication: The first pole of the culturally sensitive
framework is straightforward communication of high expectations by Foxx et al.
(2020). School counselors need to encourage different children to excel. It is
important for each student to have a consistent message that they will succeed, and
they all can. Therefore, eliminating educational outcomes inequities requires
promoting a culture of achievement as well as aspirations.
• Facilitator as a practitioner and active teaching methods: Sensitive counseling
involves active teaching approaches and being a facilitator (Foxx et al., 2020). School

34
counselors teach students actively, in turn leading them into an active learning
process. A good counselor will create an environment that works with multiple
learning styles through discussion, hands-on activities, and interactions. Counselors
are facilitators enabling students’ cultures to connect with education, thus feeling at
home and being active participants in the study process.
• Culturally and linguistically diverse students: Ladson-Billings (2022) noted that all
aspects of education should be inclusive. According to Tadlock-Marlo and Hill
(2019), school counselors need to use visual aids, pictures, and symbols from
different cultures to create an inclusive environment. The focus does not only
encompass the physical environment, but also the counseling materials, resources,
and curriculum that reflect the diversity of the student population. The counselors
make students feel at home by involving them in an educational atmosphere they can
understand due to their culture.
• Cultural awareness in counseling practices: A vital element in culturally responsive
counseling is cultural sensitivity (Ladson-Billings, 2022). Therefore, school
counselors should continue trying to understand the cultures in their school
communities. Counseling approaches should be guided by this understanding to
ensure that cultural appropriateness of interactions and interventions is observed.
Counselors create respectful, culturally aware relationships with children and
caretakers.
• Rethinking the curriculum and service delivery: The components of a comprehensive
school counseling program should be adaptable to fit with cultural responsiveness
(Foxx et al., 2020). This will critically analyze counseling programs, materials, and

35
service delivery approaches. The counseling program should deliberately be
culturally sensitive, relevant, and responsive (Brophy et al., 2021). This method
ensures that counseling services should not only be accessible but also culturally
appropriate for the students.
• Student-controlled discourse and small group instructions: Examples of such
strategies allow students to take charge of discussions as well as participating in small
group learning (Brown & Palincsar, 2018). School counselors should try and cultivate
a setting where children can feel at ease for telling their perspective and freely
expressing their opinions. Small group education and community and cooperation
fostering would help counselors personalize their support to suit the needs of children
from different backgrounds.
• Incorporating students and families into decisions: One key aspect of culturally
responsive counseling involves a participatory decision-making process and the
inclusion of students and families (Ladson-Billings, 1994). Therefore, counselors
should be proactive in seeking student and family input on counseling programs,
services, and interventions. The collaborative process ensures that the counseling
processes are tailored to suit the expectations and values of the school’s multiple
populations (Weber, 2018). Involving students and families in decision making leads
to ownership by all parties involved in the education process. These ideas, provided
as a guide, serve to aid school counselors in formulating culturally inclusive and
effective support structures. In the same manner, counselors promote an environment
where all students are appreciated and supported. They do this by showing high
expectations, using active teaching strategies, making sure that various perspectives

36
are included, and actively engaging students and families in decision making. These
methods deal with educational outcomes differences and promote the culture of
respect, understanding, and collaboration between school communities. These
measures will help school counselors create an education environment that recognizes
diversity and strives for the achievement of all students.
Conclusion
In conclusion, the extensive overview served by this literature brings emphasis to the
necessity of cultural competency as well as consideration of the race/ethnicity dimension in
school counseling. It is important to note the special challenges faced by some children from
different backgrounds, especially those in Blacks and Latinx communities. Achieving academic
equity is therefore only possible with the help of school counselors which have been derived
from a synthesis of previous evidence. As cultural competence assumes an increasingly
important place in good counseling practice, it becomes ever clearer that today’s counselor needs
an in-depth understanding of the different cultures mirrored in his student body. It is important to
consider that counseling treatments are not only sensitive but also responsive towards students
who come with different needs when considering the capacity to manage the intersectionality of
cultural identities. Further, this literature has shown the challenges for Black and Latinx children
in the education environment. It comprises academic success disparities, access to resources, and
influence by the systemic variables, which create a complicated web of barriers requiring
specialized and culturally appropriate support methods. After this, the process continues with a
systematic analysis of the cultural abilities that the high school counselors deem essential. It
details the devices used for calculations and estimations of culturally competent approaches that
involved Black and Latinx high school pupils in Los Angeles County.

37
Through the analysis of the current literature, this study provided a model with which to
understand the multiple problems which the students of diverse racial and ethnic groups had. The
outcome hence forms a base for actions geared towards diversity and equality in education.
Through the research, secondary school counselors will be armed with the competencies and
sources to fashion a learning atmosphere where every student gets a chance to excel in what they
are capable of. The next chapter lays out the entire plan for the empirical study of these cultural
competencies in the context of the debate on education equity and the revolutionary potential of
culturally responsive counseling techniques.

38
Chapter Three: Methodology
The nature of the problem includes disparities in academic outcomes for Black and
Latinx students (Ohrt et al., 2009), the impact of school counselor-to-student ratios, and the lack
of culturally responsive support for these students. Addressing these disparities is crucial for
ensuring equal opportunities and economic mobility for Black and Latinx students.
High school counselors play a critical role in supporting students on their educational
journey. As such, student-to-counselor ratios are an important factor in implementing
comprehensive counseling programs. Comprehensive counseling programs implemented by high
school counselors have positive effects on student self-efficacy, connectedness, and academic
achievement (Emde, 2015; Shepard et al., 2012).
Additionally, the guidance and interventions provided by high school counselors
significantly contribute to students’ academic success and overall well-being. However, little is
known about the unique strategies that Black and Latinx high school counselors utilize to support
these students. By addressing these challenges head-on and employing culturally responsive
counseling approaches, school counselors can play a vital role in empowering Black and Latinx
students to overcome barriers, achieve academic success, and pursue their college and career
aspirations.
Purpose of the Study
The purpose of the study was to identify the cultural competences, including the attitudes
and strategies that Black and Latinx high school counselors consider important in serving this
student population. The study also explored how counselors perceive their work to impact the
emotional and academic outcomes of Black and Latinx students. Additionally, the study

39
examined the counseling conditions within high schools that enable counselors to have the
greatest impact on student performance.
To achieve the study’s purpose, the following research questions guided the
investigation:
1. What are the attitudes and strategies that Black and Latinx high school counselors
view as critical in serving Black and Latinx students?
2. How do Black and Latinx high school counselors see their work having an impact on
the emotional and academic outcomes of Black and Latinx students?
3. What conditions in the high school environment make it possible for counselors to
have the greatest impact on student performance?
According to Wallen and Fraenkel (2001), it is recommended that research questions be
clearly articulated, ethically sound, feasible, and significant. To answer the research questions,
a qualitative research design was employed. Qualitative research allows for an in-depth
exploration of the experiences, perspectives, and cultural competencies of Black and Latinx high
school counselors. This design enables researchers to gather rich and detailed data. These data
can shed light on the complexities and intricacies of the counselors’ work with Black and Latinx
students.
Sample and Population
Sampling Method
The study utilized a purposive sampling method to select participants who met specific
criteria. Lochmiller and Lester (2017) defined purposeful sampling as “the deliberate selection of
individuals or sites based on specific criteria” (p. 141).

40
Criteria for Sample Selection
The participants in this study were 10 high school counselors who self-identify as Black
or Latinx. According to Johnson and Christensen (2017), random sampling techniques rely on
probability theory and generally produce representative samples. A representative sample closely
resembles the population it is drawn from, except in size. Random samples are consistently more
representative than nonrandom samples.
Participants are required to have a minimum of 2 years of experience working as a public
high school counselor in Los Angeles County. The selection criteria insures that the sample
consists of counselors who had firsthand knowledge and experiences related to supporting Black
and Latinx students in the high school setting.
Process of Selection
To identify potential participants, I collaborated with school districts in Los Angeles
County to obtain a list of high schools with a significant population of Black and Latinx students.
I contacted the counseling departments of these schools to explain the purpose of the study and
request participation. Counselors who met the selection criteria and expressed interest in
participating were included in the sample.
In addition to collaborating with school districts, I employed multiple strategies to
enhance participant recruitment. Social media platforms, such as LinkedIn and Instagram, and
professional counseling groups were utilized to reach out to high school counselors in Los
Angeles County who met the selection criteria. Through these platforms, I posted recruitment
messages and shared the study details, inviting interested counselors to participate.
Furthermore, alumni networks of school counseling programs in Los Angeles County
were contacted to identify potential participants. By employing a combination of strategies,

41
including collaboration with school districts, social media outreach, and engagement with alumni
networks, the study aimed to maximize the diversity and representation of the sample. These
efforts aimed to ensure that a wide range of experiences and perspectives of Black and Latinx
high school counselors in Los Angeles County were included in the study.
Sampling Issues
One potential challenge encountered during the sampling process was the limited
availability and willingness of counselors to participate. Due to their demanding schedules and
responsibilities, some counselors were unable to commit to the study or declined participation.
Efforts were made to address this issue by providing flexible scheduling options and assuring
confidentiality and anonymity.
Populations From Which Sampling Was Drawn
The sampling was drawn from high schools in Los Angeles County where Black and
Latinx students are enrolled. The population of interest included high school counselors who
work directly with these student populations. The aim of the study was to gain insights from
counselors who are familiar with the challenges and experiences specific to Black and Latinx
students in the local educational context.
By selecting counselors who have experience working with Black and Latinx students in
Los Angeles County, I aimed to capture the perspectives and practices that are relevant to
supporting the success of these student populations. The findings will contribute to a better
understanding of the cultural competencies necessary for counselors to serve Black and Latinx
students effectively in the high school setting. To protect the privacy and confidentiality of the
participants, their identities as well as the specific school district they work for were not
disclosed in this study’s methodology.

42
Instrumentation
For data collection, I used semi-structured interviews as the main method. These
interviews were conducted in the future with selected high school counselors who met the
criteria. The interviews were done either in person or virtually, depending on the participants’
preferences and availability. To guide the interviews, I developed an interview guide that had a
structured framework and covered important topics related to supporting Black and Latinx
students, based on existing research.
The interview guide consisted of open-ended questions that aligned with the research
goals. This insured that all relevant areas were explored during the interviews. I also allowed
flexibility, enabling participants to share additional insights or expand on certain topics. The
interviews were conversational, allowing participants to freely express their perspectives and
experiences.
To maintain consistency, the interview guide served as a reference during the interviews.
I designed the questions to encourage detailed responses, giving participants the opportunity to
share their experiences and insights regarding the support of Black and Latinx high school
students. With the participants’ consent, I audio-recorded all interviews. This helped me capture
and document their responses accurately, preventing any loss of valuable information during
transcription. Throughout the process, I conducted the interviews with sensitivity and respect,
insuring that participants’ voices were genuinely represented and valued in our future research.
Data Collection
Prior to the actual data collection, the interview guide underwent a field-testing process.
This involved conducting pilot interviews with a small number of high school counselors who
met the inclusion criteria. The purpose of the field testing was to evaluate the clarity, relevance,

43
and effectiveness of the interview questions. Feedback from the pilot interviews was used to
refine and improve the interview guide, insuring its appropriateness for the target population and
research objectives.
According to Merriam-Tisdell (2016), qualitative researchers gather data to develop
concepts, theories, or ideas. They do this by observing and understanding the field they are
studying. “They combine and organize information from interviews, observations, or documents
into themes and categories, starting with specific details and moving towards more general
conclusions” (p. 17).
I maintained a systematic and organized approach to data collection, including proper
documentation of the interview dates, times, and any relevant observations made during the
interviews. Overall, the data collection process involved conducting semi-structured interviews,
recording the interviews with consent, taking detailed notes, and insuring a respectful and
comfortable environment for the participants. The transcribed interviews were securely stored
and organized to maintain confidentiality and insure data integrity throughout the research
process.
Data Analysis
The data analysis was conducted using a thematic analysis approach to extract meaning
and patterns from the collected qualitative data. I employed this approach to identify and
organize themes that emerged from the participants’ responses, allowing for a comprehensive
exploration of the research questions and objectives. According to Malloy (2011), “Questions on
the survey should be concrete, simple, and understandable” (p. 18).
The survey questions were intentionally designed to align with the research questions and
capture relevant information pertaining to the beliefs, attitudes, strategies, and skills of Black and

44
Latinx high school counselors in serving their students. By posing open-ended questions, the
survey aimed to elicit detailed responses and insights from the participants, enabling a deeper
understanding of their experiences and perspectives in supporting the emotional and academic
outcomes of Black and Latinx students.
After collecting the survey data, I began the analysis process by familiarizing myself with
the data. This step involved repeatedly reviewing the responses to establish an understanding of
the content and identify initial patterns and themes. By identifying overarching themes, I
searched for commonalities, differences, and patterns within the data. I aimed to provide a
coherent and comprehensive representation of the counselors’ perspectives and practices.
The identified themes were then organized, enabling a structured presentation of the data.
This organization involved creating matrices or charts to represent the connections visually
between themes and participants’ responses. During the data interpretation phase, I analyzed the
themes in relation to the research questions and objectives. I explored the relationships between
themes, examined variations in participants’ perspectives, and identified any overarching
patterns or key findings.
Finally, I reported the analysis findings in a clear and concise manner. The results were
organized by research questions, with descriptions and supporting quotes to illustrate each theme
and subtheme. This reporting process aimed to present a comprehensive overview of the data
analysis, highlighting the significant insights and contributions made by the participants.
Trustworthiness and Credibility
To increase the credibility of the findings, multiple data sources were utilized. This meant
gathering information from interviews and observations to gain a more complete and balanced
understanding of the research topic. Transparency with participants was another important aspect

45
of insuring credibility. Participants were informed about the purpose of the study, risks, benefits,
and participants’ rights. I assured the participants that their involvement in this study was
completely voluntary and based on informed consent.
The privacy and confidentiality of the participants were of utmost importance to me.
All collected data were treated with strict confidentiality, using unique identifiers instead of
personal identifying information. The data were securely stored and protected through password
protection and restricted access. The participants’ responses and identities will remain
anonymous. The data were used solely for research purposes, and any published results or
findings would be presented in an anonymous manner.
The participants had the right to withdraw from the study at any time without facing any
negative consequences or penalties. If the participants chose to withdraw, their data were
securely discarded and not used in the study. Clear and honest communication were maintained
throughout the study, by informing participants about the purpose of the research, their rights,
and how their data would be used. This transparency built trust and credibility with the
participants, as they were aware of the study’s intentions and provided accurate and reliable
information.
By incorporating multiple data sources and maintaining transparency with participants,
the study aimed to enhance the credibility and reliability of its findings. These measures will
contribute to a more robust and trustworthy research outcome.
Reliability and Validity
By using different data sources, the results were cross-verified, thus strengthening their
reliability and validity. In addition, the survey instrument underwent field testing to insure its
effectiveness and reliability. This involved administering the survey to a small group of

46
participants who were similar to the target population. Their feedback and responses were
analyzed to assess the clarity, relevance, and reliability of the survey questions. Adjustments and
refinements were made based on this field-testing process to enhance the reliability and validity
of the survey instrument.
Researcher Positionality
As a Black counselor who actively works with students of color, I have developed a
deep understanding of the potential participants in this study. Milner (2007) emphasized the
significance of self-knowledge for researchers, and in my case, I am intimately connected to the
population being studied. As a current high school counselor of color, my colleagues and I can
authentically speak to the experiences of supporting Black and Latinx students in a high school
setting. Although school counselors may not hold positions of authority among staff, they are
perceived as influential figures by students and their families. I frequently find myself in the web
of othermothering as Black and Latinx students I counsel are passed over, disregarded, and held
to standards without grace or regard for traditional adolescent developmental challenges.
I am a Black American woman who grew up in South Los Angeles. I was raised in a twoparent household with four siblings who all attended schools in the Los Angeles Unified School
District. As a first-generation college student, I personally experienced the challenges and
barriers that come with navigating the transition to college applications, building self-efficacy,
and defeating imposter syndrome. Throughout my educational journey, I encountered
predominantly White school counselors and teachers who seemed disconnected from the needs
and experiences of the students they served.
It is important to acknowledge that my current career status may align with the
experiences of some participants in this study. However, it is essential to recognize that within

47
different cultures, there are still biases and variations. While I may share the same professional
title, I come from a different background and have different life and career aspirations.
I addressed this aspect in the introduction to provide transparency and insure the readers
are aware of the context and lens through which the research was conducted.
Summary
This study used a mixed-methods approach to collect data. Semi-structured interviews
were conducted with high school counselors who met the inclusion criteria. Additional data were
gathered through observations. The collected data were analyzed thematically, identifying key
themes and patterns.
The findings were presented in a clear and coherent manner, supported by direct quotes.
Efforts were made to insure the trustworthiness and credibility of the study, including
establishing rapport with participants and maintaining ethical standards. My positionality as a
Black counselor working with students of color was considered throughout the research process.

48
Chapter Four: Findings
The purpose of this qualitative study was to obtain a deeper understanding of and insight
into the cultural competencies, attitudes, and strategies that Black and Latinx high school
counselors employ to support the academic success of their student population. The primary aim
of this chapter was to represent the study findings from the interviews. A total of seven
interviews were performed for this study. Of the seven counselor respondents, four identified as
members of the Black community, two members identified as Chicano(a), and one identified as
Latinx. From these interviews, five primary themes arose: cultural barriers and the need for
culturally responsive support, historical negative experiences with high school counselors, the
impact of cultural and family dynamics on student experiences, the importance of cultural
competence and authentic connection, and lack of representation and advocacy within school
counseling. This chapter incorporates a summary of these themes and presents a table containing
the themes and the quotes extracted from the seven respondents (see Table 1).
Participants
The participants interviewed in this qualitative study were seven high school counselors
who self-identified as Black or Latinx. All participants were required to have a minimum of
2 years of experience working as public high school counselors in Los Angeles County. As
specified in the methodology, the study aimed to select participants who had direct experience
counseling Black and Latinx high school students. The inclusion criteria ensured that the sample
consisted of counselors who could provide firsthand insights regarding the support of this student
population. The participants’ role involves assisting students with decision making, emotional
management, conflict resolution, and provision of academic and career guidance (American
School Counselor Association, 2022). The experiences and perspectives of these Black and

49
Latinx counselors were crucial for identifying effective practices and competencies for
supporting the success of Black and Latinx high school students.
Table 1
Participant Demographics
Characteristics Black counselors Latinx Counselors
Identified gender
Female 3 2
Male 1 1
Years of experience
2–5 0 1
6–10 1 1
11–15 3 3

50
Research Themes
To better understand the experiences of Black and Latinx high school counselors, this
study was guided by the following research questions:
1. What are the attitudes and strategies that Black and Latinx high school counselors
view as critical in serving Black and Latinx students?
2. How do Black and Latinx high school counselors see their work having an impact on
the emotional and academic outcomes of Black and Latinx students?
3. What conditions in the high school environment make it possible for counselors to
have the greatest impact on student performance?
Several themes materialized from the interviews, which are identified in Table 2. I
utilized this information to identify each theme. The following themes include cultural barriers
and the need for culturally responsive support, historical negative experiences with high school
counselors, impact of cultural and family dynamics on student experiences, importance of
cultural competence and authentic connection, and lack of representation and advocacy within
school counseling.

51
Table 2
Themes
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
Theme 1: Cultural barriers and the need for culturally responsive support
“I just think that
parents don’t
believe that
students really
need those
supports. We
offer a lot of
therapy and
care, solace,
and we have
all these things
that we can
throw at
people. But
there are many
times when
parents will
not sign that
authorization
form for their
kid to have
therapy.”
“There are so
many...
There’s so
“Yeah, I’m
definitely
different with
my Black
students. Just
in the way that
we
communicate
with each
other is very
much so how
they feel
comfortable
communicatin
g with me like
they would to
their friends.
... They don’t
see me as this
therapist. ...
They know we
can laugh,
they can trust
me with. …
They come in
like, ‘Oh miss
“It’s crucial for
us, especially
serving a
community so
rich in cultural
diversity, to
understand the
nuances. We
can’t approach
every student
with a onesize-fits-all
mentality.
Their cultural
background
plays a
significant
role in how
they perceive
their own
potential and
our role as
counselors.”
“Sometimes it
feels like
“I feel that
representation
absolutely
matters. ... For
me, being an
effective
counselor is
really being
able to show
kids that look
like me that
things are
possible
avenues are
possible.”
“I show up
because
Marylyn
Gavin, a Black
woman, a
Black
counselor,
showed up for
me every day.
… She really
“We had a
counselor that
was a White
older woman.
... My peers
they would
say, ‘Oh, my
counselor told
me I’m not
going to
graduate. They
recommend
that I just drop
out and go to
adult school.”
“I think it was
really
unmotivating
to go to her or
… having
somebody that
looks different
than you what
not to do not
even asking
“I want to help
students who
can relate to
someone like
me, and I just
want to give
them that safe
space growing
up.”
“This question
earlier. But to
me, first and
foremost, as a
Latino student
or as a Latino
kid growing
up, I just feel
like that
almost comes
natural.”
“Even the way
they talk, the
words in their
vocabulary....
“Working in
education has
shown me that
diversity is
important, but
so are
barriers.”
“Oftentimes
school
counselors
who are Black
and Latinx are
expected to
“deal” with
students of the
same culture
instead of
non-Black and
Latinx
educators
doing the
work to build
these
relationships
themselves.”

52
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
many White
female
counselors.
Then there’s
so many
female
counselors. I
was at a
meeting one
time an IEP
meeting and
the young man
that we were
talking about
he was sitting
there and
everyone
around the
table was a
woman.
Everyone had
an opinion had
something to
say.”
“I guess we
could educate
parents on the
fact that
counseling is
not like we’re
let me tell you
the tea, I got
some tea for
you’”
“I think it’s
really
important
when you’re
working with
Black and
Brown kids
specifically.
… There’s
students who
come in
throwing up
gang signs and
the other
therapist may
not know what
they’re. I’m
like, ‘Cut it
out. Stop it.’
… It’s
important for
me, even to
have, I want a
Black
therapist. I
want to talk to
there’s a
cultural gap
wider than the
educational
one. We have
to build those
bridges first,
being
culturally
responsive,
before we can
even start
talking about
college or
career paths.”
“They might
have had
perceptions
about Black
people Based
on their
limited
interactions
with me they
might say
okay maybe I
have this
perception
about Black
people but hey
shaped that
identity, and I
didn’t know it
at the time.”
“We always
knew we were
going to
college with
her. It was no
doubt she was
the counselor
that pushed us
based on our
grades to make
sure we did the
AP [Advanced
Placement]
classes, we did
honors classes.
It wasn’t a
question with
her.”
“Well, definitely
representation,
just not having
anybody that
looks them
being
stereotyped by
about your
experience,
your
background,
your history.”
“Yeah, my
teachers were
people of
color....
I had an Asian
teacher,
Latinx,
majority
Latinx so
Latinx
teachers.”
“A lot of Latinx
boys feel like
they won’t
thrive in
education
because they
don’t see
themselves in
their teachers.”
If the student
storms out of
the classroom
and just walks
out, then all of
a sudden,
they’re
labeled”
“Going to
counseling
conferences
and seeing the
sea of White
female school
counselors in
positions of
vision and
power speak
to the current
inequities that
still occur in
school
counseling.”

53
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
not trying to
change your
mind and ask
you to join a
cult. We’re
just simply
saying you
need to take
care of
yourself.”
“I’m glad that
we do have a
male Latino
counselor
now. You can
see certain
kids
gravitating
towards him.”
someone who
understands”
“Students
specifically,
it’s really
important for
them to feel
like they can
trust you, that
they can bring
up current
events, current
topics, artists,
things like
that. You
either
understand or
have an
openness to
what they’re
talking about
without them
having to
explain it.”
my counts are
cool. He hit
me
up on these
college
classes.”
staff members
that don’t look
like them and
then having
staff members
that don’t look
like them.”
“Having staff
members that
don’t look like
them
encourages the
White savior
complex
almost. Having
this situation
where ‘Oh, this
is what I’ve
seen about you.
This is what I
think you’re
experiencing,
and this is what
I need to do to
save you.’”
Theme 2: Historical negative experiences with high school counselors
“First of all, in
my master’s
program, there
were not a lot.
“To be honest, I
don’t even
remember my
high school
“My own high
school
counselor
never once
“I show up
because
Marylyn
Gavin, a Black
So, I think it
was really
unmotivating
to go to her or
“Growing up
where there
was not a lot
of staff who
“My Black
teachers
constantly told
me how bright

54
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
It goes back
even further
than the
master’s
program into
when they’re
in high school
in middle
school and
sharing with
them
information
about majors
and careers
and jobs and
trades and
planting that
seed and
telling them.”
“No real barriers
prior to where
I am right now
because I was
doing the
things that
other people
weren’t doing.
So, they were
like ‘Oh yes,
great. You can
counselor.
That’s how
impactful they
were on my
experience
there. I really
don’t
remember. It
could be a
memory thing
because it was
a while ago,
but also I
don’t
remember
them being
impactful in
my time there
at all.”
mentioned
college to me.
It was as if
they had
decided my
future without
knowing me.
That dismissal
drove me to
be the
counselor I
never had, one
who looks
beyond
stereotypes.”
“Hearing stories
from my
students about
how
counselors
before me
have
underestimate
d them, it’s
heartbreaking.
It reinforces
my dedication
to showing
each student,
especially
woman, a
Black
counselor,
showed up for
me every day.”
I guess having
somebody that
looks different
than you what
not to do not
even asking
about your
experience
your
background
your history.
So, I feel like
that drove me
to go into this
profession and
just to make
sure that no kid
feels the way I
felt or my
peers felt when
they went to go
seek a
counselor.”
“It was my high
school English
teachers that
would go over
it. … So, it
was
recommended
were
especially in
my schools
were Latin
AfricanAmerican et
cetera. There
was more of
White
Caucasians
who were at
that school at
the time.”
I was. I can’t
ever
remember a
school
counselor
meeting with
me. This
directly
impacted my
college
aspirations. “
“My Black
teachers loved
on me, but
they had no
access to what
we truly
needed to
apply to
college and
earn
scholarships. I
can’t imagine
having that
support from a
Black
counselor at
such an
important

55
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
do everything.
Give her
everything.’”
“We don’t have
someone with
counseling
experience,
with a
different lens
looking
through a
different lens,
sitting at that
table when
they’re
making those
decisions
because some
of those
decisions are
not right.”
students of
color, that
they are seen,
they are
capable.”
by them, it was
never really
told to me by
my counselor.
… Wow.”
time. In my
life.”
Theme 3: Impact of cultural and family dynamics on student experiences
“Then there’s so
many female
counselors. …
I sat him down
and I said,
‘It’s rough
sitting there at
a table full of
“You cannot
react,
especially as
an adult, you
cannot react in
the same way
that they’re
reacting to you
“A lot of our
students are
expected to
contribute to
their
household in
significant
ways, whether
“When I would
sit down and I
would talk to
them. ...
They’re like,
‘Yeah, Miss,
you don’t
understand. Is
“Meeting with
parents is a
huge part of
my counseling
job as well
because a lot
of our students
are the first to
“I think that
trust and that
rapport
building is so
crucial in order
for you to
move forward
“Students’ home
cultures
dictate their
level of
comfortability
.”

56
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
women, huh?’
And he said,
‘Yeah.’ And I
was like,
‘Well, that’s
all we have to
offer you right
now.’”
“There are so
many white
female
counselors.
Then there’s
so many
female
counselors. …
And he was
trying to pull
him like
‘Come, go
with us. Come
to our school.
We need you.
We really,
really, really,
really, really
need Black
male
counselors.’”
or you
shouldn’t. …
There’s so
many factors
impacting
their mental
health and the
way that they
show up at
school. It’s a
wonder that
they even
show up every
morning and
every day to
school.”
School as a safe
space: “School
is their escape.
As much as
they dislike it,
they would
rather be at
school until
3:30 because
it’s better than
home.”
“I guess I won’t
say that but I
that’s working
a job or taking
care of
siblings.
These
responsibilitie
s weigh
heavily on
their academic
choices and
ambitions.”
“There’s a
palpable
pressure for
many to not
stray too far
from home for
college, if
they consider
it at all. We
have to be
mindful and
respectful of
these family
dynamics
while also
helping
students
explore all
their options.”
that what I’m
saying?’”
“Being
culturally
competent is
being able to
stop and assess
what you know
but then also
being able to
be open to
what your kids
teach you.”
go to college
or they don’t
know what
route to take.
They’re
unsure.”
“For a lot of
Latinx
students, Black
students, it’s
too much. So,
the scholarship
would help
those students
that are unable
to pay high
school tuition.”
“With girls...it’s
like we come
home and
we’re expected
to help around
the house...”
“This morning, I
actually had a
student they
didn’t see
anybody in
with that
student.”
“Even the way
they talk, the
words in their
vocabulary...
they are just
misunderstood
in regards to
our school
systems”
“If you don’t
understand
what values
are present
internally and,
in the home,
and how it
impacts their
decision
making, there
is no way that
you can guide
students to
what’s best for
them.”
“Thinking that
parents don’t
care because
they can’t
make a
conference or
because the
child dresses,
the area they
live in and
their behavior
enforces
negative
stereotypes
that can be so

57
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
“Kids aren’t
participating
all the time.
There’s a lot
of apathy. ‘I
don’t have
time. I don’t
care.’ We just
keep throwing
noodles on the
wall
something that
will stick.”
will say
parents’
involvement I
think that is a
huge barrier
mainly
because
school is from
what, 8:00 to
3:30 or 4:00.
… Parents are
working.”
here. ‘Can I
just come in
here?’ They
just broke
down. ... They
were like, ‘I’m
just not feeling
good today.’
I’m like,
‘Okay, tell me
how I can
support you or
if you just
want to sit in
here that’s fine
too.’”
far from the
truth.”
Theme 4: Importance of cultural competence and authentic connection
So, I used to ask
a Black male,
not at our site,
to come over
and meet with
our Black
male youth
just to meet
with them at
lunch a couple
of times a
month. And he
loved doing
that. He did
“I do a lot of
CBT with
them and I
tend to allow
them to lead
sessions [...] I
also bring a lot
of humor into
the therapy
room which
they’ve
expressed that
they
appreciate. I
“Being able to
have a
conversation
in Spanish
with a student
or their
family, it does
more than
break down a
language
barrier; it
builds trust.”
“So, when they
can look at
that, not only
do they
understand
what they’re
capable of
doing, but they
also, I believe,
it built rapport
on an entirely
new level.”
“So, for a
Catholic
school, they
have to pay
tuition. So, for
a lot of Latinx
students, Black
students, it’s
too much. So,
the scholarship
would help
those students
that are unable
“It’s getting to
know the
students
relating with
them to a
certain degree
and a certain
aspect where
it’s like we
know
holistically
what’s going
on whether
that’s at home,
“Students will
call you out.
They can tell
when you are
not being
authentic. You
must truly
believe that
they are all
worthy.
Otherwise,
you’re using
your own
values to

58
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
that just for
the
connectedness
. And so that
he could speak
into them from
a man’s
perspective
and a Black
man’s
perspective.”
“I had a kid a
few years ago
after we had
that whole
racial incident
after a BSU
assembly, a
Black male
student, he
was crying.
And he came
into my office,
shut the door,
and he was
crying. He felt
defeated and
my office was
the only safe
space. He
love playing
games with
them”.
“I think
specifically
with this
population it’s
really
important for
them to feel
heard. … I
feel like they
trust me.”
“I think
specifically
with this
population,
it’s really
important for
them to feel
heard.... And I
also bring a lot
of humor into
the room
which they’ve
expressed that
they
appreciate.”
“I try to
incorporate
aspects of
their culture or
humor into
our meetings.
It’s about
showing them
that I’m here
to listen,
understand,
and guide
realistically,
not just fill out
paperwork.”
“I wonder what
the other
brothers that
are
counselors, I
wonder what
they are
doing.
Because I took
two years in
high school,
and I took a
year in
college, and I
“We always
knew we were
going to
college with
her. It was no
doubt she was
the counselor
that pushed
us.... She made
sure that we
did what we
needed to do.”
“Cultural
competency? I
think it’s
understanding
cultures but
being also
open to
understanding
cultures as well
too. Just
because I think
I know what I
know growing
up in the
hood...my
experience as a
Black woman
in the hood is
to pay high
school tuition.”
“Yeah, my
teachers were
people of
color. … So, it
was
recommended
by them, it was
never really
told to me by
my counselor.”
“If I get a Latino
family coming
in and I know
that they don’t
speak English,
I talk Spanish.
Right away I
see the relief in
their eyes.”
“I define
cultural
competence as
being open to
students’
backgrounds...t
rying to
the trauma
they’ve had.”
“Just being very
relevant with
sports, being
very relevant
with
themselves
just asking
them, creating
that follow-up
questions.”
determine
what
opportunities
they deserve.”

59
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
wasn’t even
my student.”
“That also
speaks to one
of the
questions
about the
benefits of
having you
there. …
Something
culturally that
allows for you
to see a need
there that
another person
would not
assume.”
“And so that he
[a Black male]
could speak
into them from
a man’s
perspective
and a Black
man’s
perspective.
Those things
are needed.”
“I get them to
open up and
share with me
what’s going
on. I feel like
they trust me.”
got to go
back.”
“And who
knows? They
might have
had
perceptions
about Black
people. Based
on their
limited
interactions
with me, they
might say,
okay, maybe I
have this
perception
about Black
people, but
hey, my
counts are
cool.”
completely
different than
what some of
my kids
experience.”
“The first thing I
want them to
know I live by
something that
I had a. … ‘We
love these kids
when they’re
right. We love
these kids
when they’re
wrong, but
we’re going to
correct them
when they’re
wrong.’”
understand
even though
one won’t fully
understand
what that
student goes
through, being
empathetic and
understanding
where they’re
coming from.”

60
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
Theme 5: Lack of representation and advocacy within school counseling
“It goes back
even further
than the
master’s
program, into
when they’re
in high school,
in middle
school, and
sharing with
them
information
about majors,
and careers,
and jobs, and
trades, and
planting that
seed and
telling them.
You could be
a marriage and
family
counselor.”
“And only one
was male, one
Black male.
And he was
trying to pull
him like Come
“I also think that
in school
settings,
there’s the
requirement to
have your
PPSC. I do
think, and
have seen, a
lot of
therapists, I
don’t know if
it’s specific to
Black and
Brown
therapists, we
don’t want to
go that extra
step to get
credentialed
for that. So,
there’s not a
lot of us in
school
settings.”
The impact of
cultural
matching in
therapy: “I
“The lack of
representation
in our
counseling
team is
something
we’re actively
trying to
address.
Having
counselors
that students
can identify
with, who
understand
their lived
experiences, it
makes a world
of difference.”
“We’re not just
here to guide;
we’re here to
advocate, to
show students,
particularly
those of color,
that this is a
profession
where they are
“I feel that
representation
absolutely
matters. I don’t
believe it’s just
a cliché saying.
It’s a way of
life.”
“For me, being
an effective
counselor is
really being
able to show
kids that look
like me that
things are
possible.”
“Yeah, my
teachers were
people of
color. … I had
an Asian
teacher, Latinx
majority
Latinx so
Latinx
teachers.”
“So, I feel like
that drove me
to go into this
profession and
just to make
sure that no kid
feels the way I
felt or my
peers felt when
they went to go
seek a
counselor.”
“I just think
about my high
school
counselor, zero
cultural
competency,
“I personally
don’t want to
work myself
with I’m sorry
25 other
Caucasian
Asian. I’m
open to
working with
anyone. But
the thing is I
feel like also
hiring people
who look like
me.”
“If you’re cool,
if you’re
collected,
they’re like,
‘All right, I
can open up to
this guy.’ And
it’s something
that I feel like
we have an
advantage in
that as well.”
“The fact is,
there
generally isn’t
a counselor
administrator
that has been a
school
counselor.
That isn’t
allowed for
teachers or
those in
special
education.”
“How can
leadership not
reflect your
student
population?”
“Black and
Brown school
counselors
deal with
microaggressi
ons when they
try to advocate
for students,
they deal with

61
Interviewee 1 Interviewee 2 Interviewee 3 Interviewee 4 Interviewee 5 Interviewee 6 Interviewee 7
go with us. …
We really
really really
really really
need Black
male
counselors.”
think it plays a
huge role. I
even had a
Hispanic
female client
tell me that in
her time there
at the high
school, I was
the first Black
therapist.”
“There’s
students who
come in
throwing up
gang signs and
the other
therapist may
not know what
they’re … I’m
like, ‘Cut it
out. Stop it.’...
It’s really
important for
the therapeutic
relationship
overall.”
needed, where
they can make
a difference.”
“I don’t know if
he would went
to another
school and
maybe had a
counselor that
wasn’t Black
or Brown that
would have
taken that
extra time to
say ‘Hey, I see
some potential
in you.’”
didn’t know
anything about
me...”
“Recruit and
better retain? I
think talking
more about the
profession. …
So, I feel like
maybe having
more of us in
career fairs in
colleges or
talking to
students about
what we do as
counselors.”
push back
from those
with bias and
they still must
do their job,
maintain an
image and
support
students. If
your admin
isn’t culturally
competent,
counselors are
left to deal
with it alone.”

62
Research Question 1
Research Question 1 asked the following: What are the attitudes and strategies that Black
and Latinx high school counselors view as critical in serving Black and Latinx students?
Theme 1: Cultural Barriers and the Need for Culturally Responsive Support
A key theme emerging from the interviews with Black and Latinx school counselors was
cultural competence and awareness in their work. All participants illuminated the importance of
intentional understanding of students’ cultural realities. As Interviewee 7 shared:
Cultural competency is more than just understanding what guides a student. It’s
understanding your relationship and bias to their reality and being able to assist them in
making choices that are best for them even if it differs from your beliefs. To do that you
have to know yourself and the systems the students navigate.
This theme focused on the importance of understanding and correctly responding to the
culture of Black and Latinx students, the importance of the culturally competent counseling staff,
and the fundamentality of using the culturally relevant approach to improve emotional wellbeing of the students and their academic attainment. Participants identified cultural factors that
impact Black and Latinx students when navigating college counseling, therapy supports, and
advocacy in the classroom setting. In the words of Interviewee 1, some families are not familiar
or comfortable with the supports counseling and therapy can provide to students: “Parents either
have no interest in mental health therapy or distrust system involvement. Students are influenced
by their families’ decisions which prevent them from participating and receiving additional
support in school.”
Anjum et al. (2023) claimed that the misconceptions and mistrust of some urban
communities regarding mental health are due to misunderstanding services and how and why

63
they are helpful. It is important that school counselors be aware of these cultural barriers when
supporting families to validate the concerns of students and their families. Interviewee 6
encouraged school counselors to illuminate resources available to families in ways that
incorporate cultural values:
For instance, when meeting with Latinx families to discuss college counseling and
financial aid, school counselors should understand the cultural importance of familial
obligation and advancement. Shaping the decision as one that is a collective investment
instead of an individual one is vital.
Interviewee 5 emphasized how important school counselors are in helping students—
especially those from diverse backgrounds—build social capital. These plans should be tailored
towards insuring that all students are given equal opportunities. School counselors are privy to
resources for all students such as internships, scholarships, and academic opportunities.
Interviewee 6 spoke of their personal experience recommending Latinx and Black students for
STEM, veterinarian, and academic tailored opportunities for which they would not have
otherwise been given consideration.
Concerns were voiced by all interviewees regarding representation, specifically regarding
male and minority counselors. Their responses aligned with the study by Shin et al. (2007) that
identified that students feel more valued and understood when their counselors and teachers are
similar to them. The under-representation of school counselors causes students to feel insecure
and reluctant to ask for help, which, in turn, affects their sense of belonging and recognition.
Moreover, Interviewee 2’s experiences showed the importance of culturally sensitive
communication and relationship building with members of the Black student community. From
the responses, Interviewee 2 built an open, listening, and friendly environment that is crucial in

64
the counseling process by using conversational and relatable language. This idea is in line with
Gay’s (2015) claim that culturally responsive teaching and counseling should use the students’
cultural knowledge, prior experience, and style of performance to make learning appropriate and
effective for them.
Likewise, Interviewee 3 and Interviewee 5 stressed that cultural, traditional, and familial
background issues are important determinants of the success of Black and Latinx students. This
notion acknowledged the fact, as Cho and Yi (2020) elucidated, that minority students have
many forms of capital that they bring to their educational experience, such as cultural,
aspirational, and social capital, as well as linguistic capital. Characterizing and employing these
strengths, counselors will have an edge in assisting students achieve success in academic and
emotional terms.
Interviewee 2 and Interviewee 5 also stressed the significance of building relational trust
through cultural competency. Their focus on the friendship, empathy, and respect of students’
cultures and worries is in line with a study by Ridley et al. (2021), in which cultural competence
was found to be a significant aspect of counseling. If the counselors can understand the students’
cultural background and show they are interested in their lives, they can remove the barriers and
create an environment where students feel acknowledged, listened to, and supported.
Interviewee 4 and Interviewee 6 discussed the adverse consequences of underrepresentation and stereotyping in the educational system. These statements supported the
conclusions of Spencer et al.’s (2016) study, leading to stereotype threat, which is the awareness
of stereotypes, and causing the performance of people from stereotyped groups to be negatively
affected. The experiences of these counselors proved the necessity of a diverse educational

65
workforce that would mirror the diversity of the students to minimize the effect of stereotyping
and promote positive identity development.
The interviews with the counselors of Black and Latinx students demonstrated the
multifaceted nature of the challenges Black and Latinx students face in the educational system.
These issues arguably comprise cultural barriers, inadequate representation, and the need for
culturally sensitive support. Filling in these gaps ought to be achieved not only by expanding the
diversity of the counseling and teaching staff but also through a systematic effort to interact with
students in a culturally responsive and competent manner. Through resolving these issues,
schools may develop an inclusive and supportive atmosphere that gives Black and Latinx
students the chance to excel academically, emotionally, and intellectually; this way, the
inequality in academic outcomes will gradually disappear.
Research Question 2
Research Question 2 asked the following: How do Black and Latinx high school
counselors see their work having an impact on the emotional and academic outcomes of Black
and Latinx students?
Theme 3: Impact of Cultural and Family Dynamics on Student Experiences
Another significant theme that emerged from the interviews with the counselors is the
influence of social and family culture on student experiences. This theme illustrated that the
academic journeys of Black and Latinx students reflect their cultural heritage and their families’
aspirations. Those factors influence their selection of academic subjects, their social behavior,
and their overall school participation. The interviewed counselors’ testimony showed the
complexities of the situation and the need for cultural sensitivity in the systems of education as
well as counseling interventions.

66
Interviewee 1’s observation about the student feeling uncomfortable sitting at the table,
which had only female counselors, spoke to the need to have gender representation among the
counseling staff, and this underlined the subtleties and complexities of cultural sensitivity. This
clearly was an indication of a broader problem within educational systems, where the
predominantly White female workforce does not always adequately touch upon the experiences
of Black or Latinx male students, thus decreasing the effectiveness of counseling interventions
(Griffin, 2019). Interviewee 3 and Interviewee 5 noted that family duties, for example, when
students from Black and Latinx families work or take care of smaller siblings, are among the
significant responsibilities for these African American and Latinx students. These
responsibilities influence their school performance and their personal growth.
Bowman (2022) detailed the concept of “familismo,” which signifies a deep devotion to
family values present among the Latinx community. This cultural trait, on one hand, can be
emotionally supportive, but it can also result in an extra burden to be carried by students, which
in turn can interfere with their school life. Along the same lines, Interviewee 5’s reference to
students being required to do most of the work at home hints at gender bias in the roles of the
family, wherein females are affected more.
Another significant aspect of this topic is parental participation and economic issues.
Interviewee 2’s statement about the working schedules of the parents and the limited
involvement in their child’s academics implied the hardships of economic inequalities that
predominantly affect Black and Latinx families (Bécares & Priest, 2015). The admission that
“school is their escape” for many students demonstrated how schools are not only considered
places to learn but also shelters from difficult home surroundings. The issue of aversion to
counseling and psychotherapy, as stated by Interviewee 1 and Interviewee 2, is a huge barrier.

67
The negativity around mental health in some of the Black and Latinx communities is really a
hindrance for students to seek the mental help they need (Arday, 2018). In this case, ensuring the
school is a safe place where students can freely state their minds and ask for help becomes
indispensable. Interviewee 3’s portrayal of the pressure of being around family when college
begins reflected a common cultural view that limits students from trying out other educational
opportunities. In addition, this obstacle is also exacerbated by the financial challenges that, as
Interviewee 5 claimed, high school tuition can be expensive enough to think of college fees. The
financial challenges are a big obstacle to higher education for many Black and Latinx young
people (Knight & Marciano, 2015).
The results indicated that trust-building and relationship-building were the majorly
influencing mechanisms. According to Interviewee 6, the foundation of rapport and trust is “very
important for the student’s progress.” This statement meant that gaining knowledge about
students’ backgrounds, challenges, and aspirations is a necessity of counseling. Interviewee 4
noted that professional counselors actively acquire new knowledge and skills from students,
which testifies to the process of cultural competence being a two-way street. This does not only
imply giving advice, but also gaining from the students’ observations and perspectives. Thus,
these narratives showed up the significance of culturally sensitive counseling methods which
manage these dynamics and cultures. Through counseling and personalization, counselors can be
the center of such endeavors of helping the students to adapt successfully to educational demands
and emotional struggles.
Theme 4: Importance of Cultural Competence and Authentic Connection
The theme of cultural competence and authentic connections was clearly displayed
through the day-to-day experiences of Black and Latinx school counselors. It represented the

68
significance of understanding, empathizing, and cultural comprehension in education. This
aspect (diversity-competence) is not only about being familiar with diversities. It is a two-way
process that combines their education and families’ life, improving their culture to become a
strong foundation for both education and emotional growth.
Interviewee 1 stressed the central role of a direct support, saying that it is vital to have a
Black male role model who can talk and connect to Black male students of the same origin. In
this way, the problem of an ethnically and gender-focused role model is solved and, therefore,
the environment is safe for students to be able to express themselves and get help when needed.
This was similar to the works of Rogers et al. (2020) who emphasized racial identity in
development and importance of positive affirmation in a world of stereotypes. The integration of
CBT by Interviewee 2 through humor and games represented an innovative approach to the
youth’s mode of interaction and understanding. These strategies correspond to the arguments of
Hall et al. (2016) regarding the significance of culturally sensitive therapies as they increase the
chances of positive outcomes for minority youth. Making treatment fun and in line with students’
lives also leads to openness, where students believe that they are really cared for and understood.
The interviewees disclosed that language could act as a powerful instrument for trust
creation and progress. Interviewee 3 highlighted the importance of destroying language barriers,
particularly by talking in Spanish to the students and parents. This was consistent with the work
of Govender et al. (2017), who considered language proficiency as the foundation of cultural
competence that helps counselors establish trust and rapport with students and their families.
Using a native language for communication not only transmits ideas but also indirectly
communicates respect and acceptance of cultural identity. Interviewee 4 and Interviewee 5,

69
through the help of their experience and behavior experiments, placed cultural competence
understanding under the commitment and openness umbrella.
The empathy expressed by Interviewee 5 and Interviewee 6 while speaking about the
direct connection they have with their students’ realities tends to underline the nature of
empathic interaction. They described practices of speaking Spanish to non-English-speaking
families, being a coach in sports teams, and showing care for students’ lives beyond school as
signs of deep-rooted empathy that goes beyond any language or means of recreation. According
to Bamford and Pollard (2018), it is through understanding and compassion that cultural
competence is achieved, and cultural gaps are bridged with a sense of belonging and acceptance
among the students. In general, the interviewees’ experiences and insights showed that cultural
competence is a crucial and fundamental part of proper counseling.
This entails the capacity to communicate in students’ native languages, to be humorous,
to do activities that students can relate to, and to have real interest and empathy towards
students’ lives and challenges. Dedicating oneself to this strategy enables counselors to build
genuine bonds with students, resulting in an environment where students are treated with respect
and can reach their highest potential because the nature of the classroom is tailored to their
unique cultural and family backgrounds.
Research Question 3
Research Question 3 asked the following: What conditions in the high school
environment make it possible for counselors to have the greatest impact on student performance?
Theme 2: Historical Negative Experiences with High School Counselors
The Black and Latinx counselors’ common theme of personal experiences with high
school counselors revealed a heart-rending and deeply insightful tale of their experiences as

70
students. These memories not only represent the past as it happened. By contrast, they have
affected the formation of the ethical and professional orientations and aspirations of these
individuals toward the creation of more accepting and understanding school environments for
students of color. Among the experiences were those of being invisible, unheard, and totally
abandoned in academic and career guidance, all of which greatly contributed to the students’
academic and career decisions.
Interviewee 1 and Interviewee 2 both indicated that they had a similar experience with a
high school guidance counselor who did not communicate or interact with them. Interviewee 1
pointed out that there was no early exposure to conversations about majors, careers, and trades,
which could have helped them to have a better perspective on their future prospects. This
absence of proactive guidance showed the counselor’s central function in planting seeds of
possibility and ambition in students’ minds. This absence of any form of communication on the
part of Interviewee 2 showed that the counselor-student relationship had a destructive absence in
the most formative years. This absence of a truly memorable impact leads to a missed chance of
a positive intervention in students’ lives and choices. Interviewee 3 claimed that their high
school counselor never advised them about college. This was a type of rejection, maybe because
their counselor did not harbor many expectations of them or stereotyped them. This experience
was clearly illustrated in literature by Howard (2019), who discussed the systemic symbolism of
lower expectations of minority students in the educational system. The non-exploitation of the
opportunities of higher education not only constrains students’ vision of the possibilities but also
reinforces the social barriers of inequality in education.
Interviewee 5’s admittance that the main reason for being unmotivated was feeling cut
off and not understood by a counselor of a different race by a counselor of another race

71
emphasized the importance of representation in counseling. This outcome was consistent with
Byrd and Legette’s (2022) research, which has demonstrated that racial congruency is vital in the
school setting. In parallel with the findings of the study, it is more likely that students live a
better life when they are surrounded by teachers and counselors who are from the same race or
ethnic group as they are. On the other hand, student dependence on English-speaking teachers,
which was the case for Interviewee 5, is an illustration of the underlying problem in the
development of the holistic counseling program. When this happens, the students often try to
look for assistance outside the available sources of support.
Notwithstanding these adverse situations, or rather because of them, all interviewees
exhibited an amazing level of dedication to making sure that no student remains ignored or
under-supported. Interviewee 4’s interaction with a Black counselor gave a vivid example
of the magnitude of positive impact that counselors who share the students’ ethnic or racial
backgrounds would have on the students’ success when they also feel the added motivation of
wanting the students to succeed. This one positive experience among the pervasive negative
situations serves to illustrate the influence of representation and empathy in counseling.
Interviewee 6’s remarks about the predominance of the White staff in their school resembled
only the deeper problem of racial inequality in school staffing. This was consistent with the study
conducted by Utt and Tochluk (2020), in which racial identity development was reported to have
a profound impact and the importance of role models who reflect the racial background of
learners. This can result in students from their racial group feeling more and more isolated and
misunderstood.
Collectively, these narratives represent and uncover a multifaceted problem that includes
marginalization, systemic neglect of minority students, and the absence of proactive guidance for

72
students of color from the educational system. The real-life events, hence, not only demonstrate
the shortcomings of past counseling approaches but also represent how the counselors are earnest
about making positive changes in the lives of the students they attend.
In the process of rectifying historical wrongs, equity and fairness have become the call
for more representation, culturally relevant approaches, and a passion to see and develop the
potential in every student. The findings from the interviewed counselors, supported by the
literature, indeed emphasize the imperative changes needed in counseling services to be more
inclusive, understanding, and supportive of students’ varied backgrounds and needs. The
personal anecdotes of people of color who overcame the process from being underestimated or
ignored to being noticeable activists and campaigners to increase the social justice show us how
resilience, hope, and devotion are the ways to achieve equal opportunities.
Theme 5: Lack of Representation and Advocacy Within School Counseling
The last theme that emerged from the interviews was the underrepresentation and lack of
advocacy of counseling in high schools. This theme stresses a crucial issue facing the education
system today: Unequal distribution of the racial and ethnic makeup of school counselors and the
socioeconomic diversity of the students they serve. The interviewed counselors highlighted these
gaps, pleading for more Black and Latinx professionals to be represented in school counseling
positions. Moreover, they also proposed reform initiation, support, and retention of counselors of
color as a way of increasing the number of these professionals. The dialogue emphasized a great
deal on students’ performance and welfare, which responded to the growing body of literature
that alluded to the importance of counselor diversity in counseling institutions.
Interviewee 1 and Interviewee 3 mentioned the lack of male and minority counselors,
recognizing that this is an issue of underrepresentation, which is also observed in the educational

73
workforce. Douglass et al. (2017) followed how the dissimilarities in the composition of school
personnel can have a negative impact on the members of ethnic minority students, who cannot
identify with teachers who are culturally and socially knowledgeable about their life situations.
This gap not only influences students’ views about the profession of counseling but also affects
their comfort and confidence in seeking advice. Also, Interviewee 1’s insight into early career
exploration and guidance as a seed for future counselors of color is a positive option. Through
career counseling sessions, students of color can dream big and see themselves entering these
fields. This proposal was in line with career development theories that stress the significance of
early exposure and linking with professionals in the career fields of interest (Van Tuijl & van der
Molen, 2016).
Interviewee 2 addressed the perceived barriers to obtaining the required credentials for
school-based counseling roles, which is a systemic challenge that can stop many potential Black
and Latinx therapists from entering the field. Moreover, the relationship between cultural
matching counselors and students is highlighted by the powerful effect it can have on
establishing successful therapeutic relationships (Norcross & Wampold, 2018). The importance
of a counselor who “gets it” can be felt so deeply by students of color that it makes them feel as
if they are understood instead of being misunderstood. Furthermore, Interviewee 3 and
Interviewee 4 argued that representation is of the highest importance, which is an opinion shared
by many educators and counselors who work in this field. Having counselors that students can
relate to culturally and racially is not only a good way to enhance the involvement of students
with counseling services, but it also helps students academically and personally (Sue et al.,
2016). Moreover, counselors help to enlighten students about the various professional
opportunities and ways in which the profession contributes to the betterment of the community.

74
Interviewee 5 and Interviewee 6 shared their strategies for recruiting and retaining Black
and Latinx counselors. Through career fairs and educational outreach programs, the profession
can be expounded upon, and a wide range of candidates will be attracted. In addition, the
recruitment process should be more collaborative and compassionate as the counselor of color
noted determines the attraction of and retention in schools. These strategies align with research
findings that advocate for the use of structured mentorship programs and professional
development initiatives that are designed to bridge the gap between minority educators and
counselors (Boswell et al., 2015).
Summary
The data received from the interviewees concerning the challenges of underrepresentation
and the need for advocacy in school counseling revealed an important problem within the
education system. Thus, an integrated approach is required which includes early career exposure,
systemic changes to credentialing, recruitment practices promoting diversity, and a supportive
workplace. The improvement of the image of counselors in schools, especially among racial
minorities, not only results in the support of students of color through better understanding and
involvement but also broadens the base of the profession. Supporting diversity in the counseling
profession and actively contributing to the formation of such a workforce reflect the dedication
to justice, inclusiveness, and empathy.

75
Chapter Five: Recommendations
The objective of this chapter is to bring together the main results obtained from the study
by illuminating concrete conclusions that will provide the answers to the study research
questions. Utilizing a deliberate synthesis of insights accumulated in the discussion chapter, the
conclusions will be clearly connected to the designated objectives, thus presenting conclusive
answers to the study research questions. The chapter is also intended to provide workable
recommendations in accordance with the study’s findings and suggested avenues for further
research which would contribute to extending the scholarly discourse on the topic. The chapter
will play a retrospective and forward-looking role, connecting the present level of scientific
comprehension with possible future directions. Figure 1 illustrates the importance of creating a
supportive, inclusive school environment for Black and Latinx students. These elements help
counselors establish trust and effectively serve the needs of these students.
Figure 1
Foundations of Student Support

76
Objective 1
Objective 1 aims to determine the attitudes and strategies that Black and Latinx high
school counselors view as critical in serving Black and Latinx students. A comprehensive
investigation of the attitudes and approaches employed by Black and Latinx high school
counselors conclusively revealed that the professionals regard culturally sensitive and competent
support as the most appropriate response to the needs of Black and Latinx students. The
counselors were aware of the complex cultural barriers that stand in their students’ way of
succeeding academically and emotionally. They underscored the importance of implementing
culturally appropriate methods that can be effectively used to address academic and
developmental gaps. The approach emphasizes the cultural, traditional, and familial backgrounds
of students as the most effective tools for educational achievement.
Notably, the counselors highlighted the importance of fair representation within the
educational workforce, encouraging the presence of more Black and Latinx counselors. Such a
representation helps develop a feeling of belongingness, validation, and recognition among
students and facilitates their readiness to seek assistance and engage more effectively with
academic and counseling services. The communication techniques utilized, which incorporate
culturally appropriate vocabulary and relationship-building methods, finally solidify the
counselor’s role as a crucial part of the students’ success. With an empathetic, respectful, and
culturally attuned counseling technique, these professionals are actively demolishing borders,
creating a trusting and supportive atmosphere, and eventually contributing to the academic and
emotional welfare of Black and Latinx students. This correlated with the broader notion that
culturally responsive counseling enriches the educational experiences and outcomes of minority
students, emphasizing the counselors’ significance in this process.

77
Objective 2
Objective 2 aims to assess how Black and Latinx high school counselors see their work
having an impact on the emotional and academic outcomes of Black and Latinx students. The
results of this study showed that Black and Latinx counselors working in high schools strongly
perceived that their job has a significant and positive influence on the emotional and academic
outcomes of young Black and Latinx people. Using a culturally responsive approach and
providing an atmosphere of trust and understanding, counselors help students
who have minority ethnicity to triumph over the emotional difficulties like isolation,
misinterpretation, and conflicting cultural features in the school’s environment. Furthermore, the
cultural competence and the authentic relationships which characterize the counselors are
regarded as the most critical factors helping to overcome the barrier to academic engagement and
success. The counselors’ strategies, including applying cultural knowledge of students in the
counseling sessions, building support for the school staff’s diverse composition, and directly
addressing stereotype threats, make a substantial contribution to the improvement of students’
academic results. This is because the work creates a more inclusive and welcoming academic
community.
The counselors’ job, which is mainly based on the counselor’s empathic involvement
with the students’ background and issues, is a critical factor in the process of positive change. It
allows Black and Latinx students to participate in the educational process more equally. It is not
only effective in enhancing the mental health of the students but also allows them to succeed
academically. This is done by the emphasis on the crucial role of counselors in the formation of
the educational path of minority students for better results. Through the counselors’ work and

78
dedication, it is clear that emotional support and guidance in academics are vital in the
accomplishment of the high academic achievement of the Black and Latinx students.
Objective 3
Objective 3 aims to determine the conditions in the high school environment that make it
possible for counselors to have the greatest impact on student performance. This research
demonstrated the critical components that counselors can use to improve the academic
performance of Black and Latinx students, particularly in high schools. In the first place, the
diverse and well-trained counseling and teaching staff is especially appreciated by the students.
Students are most likely to embrace counseling and participate in their academic life actively due
to this diversity. This diversity makes them feel at home, understanding others and themselves.
Further, the multicultural ambiance that holds and honors the variety of values is a strong force
for counseling. The school management’s engagement in the decision-making process through
the recognition and handling of the challenges faced by the Black and Latinx students is
mentioned as a major determinant of the counselors’ success levels. Primarily, this encompasses,
but is not limited to, understanding cultural awareness, training workers and staff on cultural
responsiveness, and developing policies that display equality and tolerance. Lastly, the
generation of the school environment that is safe and inclusive, as well as how the students can
be honest about themselves without fear of being judged or misinterpreted, were highlighted.
The counselors should create a safe area where students do not hesitate to ask for support and
care for each other. This will help them achieve more significant and effective intervention.
Recommendations
In light of the research findings, some suggestions can be made to strengthen the support
system of Black and Latinx high school students in the 21st century. In the first place, school

79
should organize a cultural competence training obviously for everyone, but in particular for
counselors, on a regular basis (Sue et al., 2016). The training should encompass such elements as
understanding the culture dynamics of the society, demystifying bias, and using response
strategies in a culture-sensitive manner. Furthermore, measures should be taken to have and keep
school counselors whose ethnic or racial background resembles the student population (Ju et al.,
2020).
Incentives such as the creation of a developing school leaders program that highlights
counseling and mental health administration, education reimbursement programs, prioritizing
professional development funding, and approving remote workspaces are key to retention.
Additionally, allowing school counselors to be governed by appropriate administration such as
school counseling directors or administrators with school counseling backgrounds creates a
community of support and alignment with ASCA norms.
Intentional recruitment of Black and Latinx school counselors is also necessary. Districts
might consider recruiting from Historically Black Colleges and Universities (HBCUs) and/or
Hispanic Serving Institutions (HSIs) for graduates. To encourage such a presentation is a key
factor in enhancing the relationships with students and the services they receive.
Programs that encourage the inclusion of Black and Latinx families in the educational
process should be also developed when considering supporting Black and Latinx students
(Blake, M. K., 2020). It is important to appreciate that the family’s role is crucial, not only in the
intellectual and emotional growth of students but also in their academic performance. This can
be achieved by providing family-oriented programming or resources in the languages used in the
community. These recommendations would lead to a more inclusive and supportive educational
environment where Black and Latinx students will succeed academically and emotionally.

80
Limitations of Study
While the study on Black and Latinx high school counselors’ strategies and mindsets
towards helping Black and Latinx students provided vital information, it had several limitations.
The two main limitations were the limited sample size and the region in which research was
conducted. The study was based on interviews with seven counselors from chosen schools.
Hence, this might not be fully representative of the varied experiences and methods in use among
counselors in the country (Lakens, 2022). This limitation implies that the findings might not be
completely generalizable to all school settings. The third limitation was the harvesting of
qualitative data from interviews. The perspectives and practices used by counselors are impacted
by their own personal experience, job practice, and personal biases. Therefore, the findings
might not completely represent the strategies that would be effective in different settings and for
different subgroups of the Black and Latinx students.
In addition to this, the study only concentrated on the opinions of counselors and
disregarded the perspectives of other major stakeholders, especially students. Incorporating the
experiences and views of Black and Latinx students around the type of support they receive may
result in a more thorough evaluation of the effectiveness of today’s counseling methods and shed
light on areas where improvements can be made. Moreover, the validity and utility of research
are prone to changes in social, economic, and political environment; hence, adaptation and
further research are needed.
Future Research
In the future, further studies should be carried out to examine the possibility of
broadening the geographic and demographic scope of counseling support services for Black as
well as Latinx high school students. Moreover, counselors should interact directly with the

81
students and ask their opinions to see that the counseling services are actually meant to meet the
needs of the students. Research must be conducted on the systemic factors that are responsible
for diverse counseling workforce recruitment and retention in order to resolve the issue with
diversity properly. Eventually, research should always be aligned with changes in social and
learning settings, so that counseling strategies continue to be relevant and effective in resolving
the present needs of the Black and Latinx students.

82
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Appendix A: Interview Protocol
The following information details the interview protocols.
Interview Cover Sheet: School Counselors
Name of researcher:
Date of interview:
Name of interviewee:
City:
Authorizer’s phone number:
Authorizer’s email address:
Interview start time:
Interview end time:
Introduction
My name is Artia Thomas, and I am a researcher at the University of Southern California
Rossier School of Education. I am conducting a study focused on high school counselors and
examining the challenges they face in supporting students’ academic success. It is crucial to
understand and analyze these challenges to provide better support and resources for counselors in
their important role.
During this interview, I hope to gain insights into your experiences as a high school
counselor. I am particularly interested in learning about the barriers you have encountered, the
support systems you have utilized, and the role of social networks in your work. Your valuable
input will contribute to a better understanding of the challenges and opportunities that high
school counselors face.

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Please be assured that all the information you provide will remain confidential. I will not
disclose your name, the name of your school or the district you work for. Also, you have the
right to remove yourself from the study at any time. You also have the right to approve any
direct quotes that will be used in the study. To ensure accuracy, I would like to record this
interview with your permission. The recording will help capture any details that I may miss
during the conversation. The interview is expected to last approximately 45 minutes.
Thank you in advance for your participation. Your insights will help us enhance support
for high school counselors and promote student success.
Thank you for your time.

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Appendix B: Research Study Recruitment Flyer
If you are interested in participating,
please contact:
Artia Thomas
Artiatho@usc.edu
424.227.0441
Participation Includes:
Consent to participate.
One hour interview via Zoom or in-person.
Potential follow-up interview, if needed.
Participant Qualifications:
Currently employed as a high school counselor in a public high school in Los
Angeles County.
Participants must self-identify as African-American, Black and/or Hispanic,
Latino, Latina, Chicano, Chicana and/or Latinx .
Participants should have experience working with Black and Latinx students in
their counseling roles.
Volunteers Needed for
Research Study on High School
Counselors

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Appendix C: Informed Consent Form
Consent to participate:
I have read and understood the preceding information. Any questions or concerns I have
regarding participation in the study have been answered satisfactorily. By checking the
authorization box and signing below, I signify that I meet the requirements for participation and I
affirm my consent to participate in this study. The consent provided below shall remain in effect
unless explicitly withdrawn. Further, I understand that I may withdraw from the study at any
time, for any reason, and without penalty.
¨ I authorize an audio recording of my interview.
¨ I prefer transcription of my interview.
¨ I agree to participate in this study.
Printed Name: _________________________________________________________________
Signature: _________________________________________________________________
Date: _________________________________________________________________

Abstract (if available)

Abstract Academic and opportunity gaps are ever present for Black and Latinx students in United States high schools. There is limited research on the perspectives and practices of school counselors that share this racial/ethnic background. This qualitative study navigated the experiences of seven Black and Latinx high school counselors to understand the impact they have on student academic and socioemotional outcomes. Semi-structured interviews were conducted with counselors from high schools in Los Angeles county that primarily serve Black and Latinx students. The school counselors were asked about their perspectives and strategies for advocacy, relationship building, socioemotional support and school counselor support. Thematic analysis revealed five key themes: Cultural barriers and the need for culturally responsive support, historical negative experiences with high school counselors, impact of cultural and family dynamics on student experiences, importance of cultural competence and authentic connection and lack of representation and advocacy within school counseling. Findings suggest that Black and Latinx counselors utilize cultural knowledge to connect with students, challenge deficit narratives, and expand opportunities but face challenges with support and limited professional development. The study emphasizes the importance of Black and Latinx counselors in supporting marginalized students and suggests implications for counselor training, school policies, and future research. It underscores the significance of investing in a diverse counseling workforce and culturally responsive approaches to enhance the success and well-being of all students.

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Asset Metadata

Creator Thomas, Artia (author)

Core Title Problems and solutions for school counselors supporting Black and Latinx students in the 21st century

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 04/30/2024

Defense Date 04/26/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement gap,anti-racist pedagogy,black students,counselor diversity,Counselor Education,counselor recruitment,counselor retention,counselor training,critical race theory,cultural competence,culturally responsive counseling,culturally sustaining pedagogy,educational equity,funds of knowledge,high school counselors,institutional barriers,Latinx students,Los Angeles County schools,mentorship programs,multicultural counseling,OAI-PMH Harvest,opportunity gap,othermothering.,phenomenology,pipeline programs,purposive sampling,qualitative research,racism in education,representation in education,semi-structured interviews,thematic analysis,Urban Education

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Crew, Rudolph (committee chair), Cash, David (committee member), Regalado, Timothy (committee member)

Creator Email artiatho@usc.edu,artiathomas.ma@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113912109

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