Description
This thesis is a descriptive case study that examines school counselor’s experiences, training, and background. The purpose of this study was to understand if school counselors received training in critical race theory, culturally sustaining pedagogies, and social justice, and if they implement these theories in practice. Semi-structured interviews were used with eleven practicing school counselors in San Diego County. Thematic content analysis was used with a critical discourse lens to identify explicit and implicit themes within the data. The results indicate a lack of training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice. While some participants had knowledge of social justice theory, most were unsure how to move theory to practice. These results allude to a call for action within school counselor education. School counselors should be trained how to translate the theories of CRT, CSP, and social justice to practice. This can provide a deeper understanding of the systemic factors that affect students.
