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The Experiences Of Rural School Counselors Seeking To Implement Antiracist Practices: A Phenomenological Investigation
Fears, Allison Tate
Fears, Allison Tate
Abstract
This phenomenological study conducted through a CRT lens examined the lived experiences of rural school counselors who implemented or sought to implement antiracist school counseling practices in PK-12 schools. Literature currently exists on the experiences of school counselors implementing antiracist social justice practices (Smith-Durkin, 2022), counseling competencies for antiracist school counselors (Stickl Haugen et al., 2022), school counselor preparation (Ieva et al., 2021; Johnson et al., 2022; Mason et al., 2021) and antiracist school counseling frameworks (Holcomb-McCoy, 2022; Mayes & Byrd, 2022), but none of the existing literature prior to this study examines how antiracist school counseling might look in a rural context. The results of this study provide insight and knowledge into the best practices for rural school counselors as well as ways to overcome potential barriers for current rural school counselors seeking to implement antiracist practices. The findings of this study shine light into future training and practice for rural school counselors to continue to push for antiracist school counseling practices.
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2024-01-01
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Education
DOI
https://dx.doi.org/10.25774/w4-69s2-ah84