Exploring the lived experiences of school counselors’ preparation in the career development of Black high school students

• In Event: Preparing and Supporting School Counselors to Meet Equity Challenges

Abstract

Purpose:
This phenomenological research inquiry explores school counselors' lived experiences related to their real-world job expectations versus their graduate school training program in working with Black high school students in career development. While barriers that can obstruct Black adolescents’ career development opportunities have been researched (Bounds, 2017), perceived feelings of preparation of school counselors working with Black adolescents in career development have received limited attention. The barriers include historical unemployment and underemployment of Black Americans through systemic discrimination. If school counselors are working to change the trajectory of Black students' access to career development, they must be able to acknowledge disparities that have continued to foster inequality and inequity (Conkel-Ziebell et al., 2018). The study may provide insight into needed updates to training future school counselors.
Perspective or Theoretical Framework:
The interpretive framework of social constructivism was chosen for this study because the researchers attempted to explore the participants' understanding of their lived experiences in school counseling. The researchers sought to understand the meaning from the participants' view of their experiences in graduate school for preparation as SCs in the career development of Black high school students (Bloomberg & Volpe, 2019; Creswell & Poth, 2018). Social constructivism allowed space for researchers to both understand how participants construct knowledge and to construct knowledge through social interactions with participants (Hays & Singh, 2012).
Methods, Techniques, or modes of inquiry:
The present study uses qualitative inquiry to provide a depth of knowledge to the experiences of 8 high school counselors and their preparation in career development of Black high school students. These stories were analyzed using transcendental phenomenological research of Moustakas (1994), which allowed for a detailed examination of the lived experiences of each participant on its own terms.
Data sources, evidence, objects, or materials:
This study involved a purposeful sample of 8 High school counselors across the United States. High school counselors participated in individual semi-structured interviews that focused on their lived experiences as school counselors and their preparation for working in the career development of Black high school students.
Results and Substantiated Conclusions:
In keeping with transcendental phenomenology as a tool for data analysis, thick, in-depth descriptions are presented to illustrate the experiences of participants. Three themes emerged from participants’ responses, including 1) School Counselor Preparation and Training, 2) 21st Century Career Counseling in Schools & Post-Master’s Preparation, and 3) Faculty Influences on School Counselor Preparation.
Scientific or scholarly significance of the study of work:
As school counselors are responsible for working with students in academic, social/emotional, college, and career areas, this project reveals a potential need in training (Hines et al., 2017). Few studies specifically understand the disconnect in preservice training in multicultural counseling and career development. As such, findings from this study offer potential areas of growth for training programs to ensure that school counselors are prepared to engage in culturally responsive career counseling with Black students.

Authors

• Carla B. Cheatham, Seattle University

• Renae D. Mayes, University of Arizona

• Riley Drake, University of Wisconsin - Stout

• Adrianne Robertson, Rowan University

• Betsy Marina Perez, California State University - Fullerton