Abstract
ABSTRACT Multicultural and social justice competence is an expectation for school counselors. School counselors need to be proficient in providing multiculturally competent practices and social justice advocacy action. The same can be said for their school stakeholder counterparts, yet no empirical investigations explore how the Multicultural and Social Justice Counseling Competencies (MSJCC), specifically its institutional interventions, can serve as a framework for all school stakeholders to provide multiculturally competent practices and social justice advocacy action in schools. We conducted a Delphi study with expert school stakeholders as participants, including school counselors, that resulted in a consensus list of opinions regarding initial perceptions, usefulness, willingness, supports, barriers and reflections of the MSJCC, specifically the institutional interventions. We provide emergent implications for school counselors and other educational stakeholders.
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