Abstract
ABSTRACT School mascots, including the Confederate Rebel, have come under scrutiny with calls to adopt more inclusive and representative symbols for all school stakeholders. Using qualitative methodology, we interviewed six school-based helping professionals in a southeastern US school district to examine their perceptions and experiences with the educational, personal, social, and community impacts associated with the Rebel school mascot. Four unique themes were identified from the participants and will be discussed along with implications and future research.
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