Author ORCID Identifier
https://orcid.org/0009-0009-4751-7369
Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Donna Gibson
Second Advisor
T'Airra Belcher
Third Advisor
Kevin Sutherland
Fourth Advisor
Erik Hines
Abstract
Over the past five decades, Black males have been disproportionately represented in special education (Ford et al., 2023). Adequate education and training experiences are essential for school counselors to develop multicultural and social justice-related competencies. These competencies equip them to recognize and address disproportionate outcomes that hinder equitable access and success in education (ASCA, 2019). As the identity of school counselors has evolved to encompass social justice leadership and advocacy (Lewis et al., 2018), their responsibilities have also expanded to include increased support for special education processes (Geddes Hall, 2015; Studer & Quigney, 2003). Despite this shift, there is a gap in the literature examining how school counselors' training experiences prepared them to engage in action-oriented, equity-focused advocacy to address the disproportionality of Black males in special education. This phenomenological qualitative study investigated school counselors’ lived experiences and perceptions of how their pre-service and in-service training prepared them to address the disproportionality of Black male students in special education.
Rights
© Jessica Fort
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-7-2026