Abstract
To date, millions of dollars have been spent in hopes of bolstering an increase among students of color pursuing science, technology, engineering, and math (STEM) professions. School counselors are uniquely positioned to contribute to this increase; however, they often miss the significance of their leadership role in improving STEM opportunities, particularly for students of color. The results from this qualitative study point to systemic variables that hinder such engagements and provide implications for school counselors and counselor education programs.
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