Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Charisse Gulosino

Committee Member

Dustin Hornbeck

Committee Member

Nikki Wright

Abstract

This qualitative study explores the roles and responsibilities of school counselors, focusing on their collaboration with administrators in supporting Black students. The research aims to clarify administrator perceptions of counselors, examine systemic barriers to their collaboration, and assess institutional policies that influence equity-driven counseling practices. The study addresses three key research questions: (1) How do school counselors interpret their experiences related to power dynamics with administrators while advocating for Black students? (2) How do school administrators understand their roles and the roles of school counselors in fostering student support structures? and (3) How do school counselors and administrators perceive institutional policies affecting Black student advocacy. Using a qualitative design, semi-structured interviews were conducted with five school administrators and five school counselors. Thematic analysis revealed four major themes: (1) the importance of collaborative relationships and power structures in student advocacy, (2) role ambiguity and administrative expectations limiting counselors' effectiveness, (3) institutional policies affecting equitable resource allocation and disciplinary practices, and (4) the necessity for trauma-informed professional development for educators. The findings highlight the K.I.P.E.R.S. framework as a valuable tool for analyzing the intersection of knowledge, integration, power, equity, relationships, and support in school counseling. The study calls for policy reforms that allow counselors to engage in student advocacy without bureaucratic constraints.

Comments

Data is provided by the student.

Library Comment

PDF

Notes

Open access.

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