Abstract
AbstractWe explored 10 novice school counselors’ experiences working to close the achievement gap with low‐income adolescents through interpretative phenomenological analysis. Results suggest that school counselors experienced their role in closing the achievement gap with low‐income adolescents as one of (a) systemic discouragement, (b) interactions with students’ home environment, and (c) parallel process advocacy. Implications for school counselors, counselor educators, and future research are included.
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