Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this study was to explore the lived experiences of Black school counselors post- Brown v. Board of Education (1954) decision and their integration into predominantly White public schools. A literature review was conducted which included the history of school counseling, Brown v. Board of Education , and its impact on the displacement of Black educators. The literature also explored the experiences of Black teachers and students post- Brown and current demographic data of school counselors. A qualitative study was conducted to capture the lived experiences of participants using multiple case studies and narrative life stories. Four Black school counselors served as participants and were interviewed in semi-structured interviews. Data were coded by themes using constant comparative method. Six themes emerged: racism, coping strategies, appearance, supports, everybodys counselor, and everywhere I go. Analysis of the responses exhibited racism in the forms of overt and covert experiences for school counselors and students and the need for Black school counselors to cope and help their minority students cope within predominantly White schools. The results demonstrate a need for diversity training in covert racism specific to microaggressions, tokenism, resident expert, devaluing and othering specific to when there is one or limited minority educators in the building. The results also demonstrated a need for ongoing diversity training at all levels of Education. Training should be systematic and ongoing at the building and district levels, in addition to analysis and critique of current diversity initiatives in principal and superintendent preparation programs. Future research is needed to include the voices of other minoritized counselors including men.

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