Abstract
Systemic barriers contribute to academic underachievement and oppression among marginalized students, particularly those from Latino decent. Qualitative survey responses from 158 professional school counselors, working in the six U.S. states with the highest populations of Latinos, were analyzed by the constant comparative method. Three overarching themes resulted. Social justice implications for professional school counselors and counselors-in-training that support the academic, personal/social and career development of Latino students are provided. Author's Notes This study was supported by a Summer Research Award from Kent State University’s Research Council (CoPI: Storlie & Toomey). We thank the school counselors who participated in this study and the state-based school counseling associations that helped with disseminating study recruitment announcements. We also thank Samantha Jones and Deborah Duenyas for their contributions to the larger study. Correspondence concerning this article should be addressed to Cassandra A. Storlie, Ph.D., Counselor Education & Supervision, Kent State University, PO Box 5190, 150 Terrace Drive, Kent, OH 44242-0001; Phone 330-672-0693; Email: cstorlie@kent.edu.
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