Anti-Racist School Counselor Leadership Identity Development of Black, Indigenous, and People of Color School Counselors in Training
Open Access DepositedThis constructivist grounded theory research aims to explore how BIPOC SCITs perceive and experience school counselor leadership identity development within contexts of master’s level school counseling programs. This study addressed two research questions: 1) How do BIPOC SCITs develop their school counselor leadership identity while navigating systems and structures of privilege and oppression? and 2) What and how do the tenets of critical race theory (CRT) influence BIPOC SCITs’ school counselor leadership identity development? 18 BIPOC SCITs participated in this research, and data were collected over two rounds of semi-structured interviews and member checks. The researcher collected and analyzed data using the Charmaz’s tradition of grounded theory incorporated with the critical race theory to investigate the perspectives and experiences of the 18 BIPOC SCITs in developing their school counselor leadership identity. The data analysis from this study revealed a synergy of three identity development processes of anti-racist school counselor leadership identity among BIPOC SCITs, which resulted in an abstracted theoretical model of a 3x3x4 rectangular prism for illustrating the complex developmental process. Based on the research findings, implications for antiracist school counselor leadership identity development, anti-racist school counselor education and supervision, and future research are discussed.
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