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Teaching and Supervision in Counseling

Author ORCID Identifier

Caroline Lopez-Perry: https://orcid.org/0000-0003-2333-556X

Jacob Olsen: https://orcid.org/0000-0002-9721-2338

Author Biographies

Caroline Lopez-Perry, Ph.D. is an Associate Professor in the Department of Advanced Studies in Education and Counseling at California State University, Long Beach. She currently serves as the Co-Director for the California State University Center to Close the Opportunity Gap.

Jacob Olsen, Ph.D. is an Associate Professor in the Department of Advanced Studies in Education and Counseling at California State University, Long Beach.

Fedelia Suleiman, M.S., PPS, is a school counselor at Santa Ana Unified School District.

Julaina Juarez, M.S., PPS, is a school counselor at Los Angeles Unified School District.

DOI

https://doi.org/10.7290/tsc06pzcn

Abstract

This article will discuss the findings from a collaborative self-study involving two school counseling faculty, one graduate student, and an alumna of the school counseling program who is now a first-year school counselor. Given the dearth of research exploring EducatorCounselor identity development, the researchers sought to understand how faculty prepare pre-service school counselors to engage in antiracist practices through institutional and andragogical practices and how students experience these practices in developing their EducatorCounselor identity. The findings will provide a framework for antiracist foundations in school counselor preparation and illustrate the practices needed for school counselor educators to actualize antiracist work.

Public Significance Statement

This collective self-study provides a framework for school counselor educators to reflect on their practices, examine their programs, and make antiracist practices foundational and ongoing. In this self-study, faculty members' create seven conditions that influence pre-service school counselors' EducatorCounselor identity. Findings can inform school counselor educators programs on conditions for learning and EducatorCounselor identity development.

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