The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

Using interpretative phenomenology analysis, this study explored the lived experiences of eight Latinx and Asian trainees. Four superordinate themes were identified: illuminating hegemonic structures, identity challenges, increasing competence through awareness, and varying connections. Implications related to cross-cultural counseling and counselor education and future research are discussed. K E Y W O R D SAsian students, counselor education, cross-cultural counseling, Latinx trainees, White clients Latinx and Asian students are growing populations within higher education and counselor education programs (Krogstad, 2016;Museus, 2014;Ng & Lau, 2011). Despite this growth, few studies have explicitly examined the experiences of Latinx and Asian counselor trainees. Scholars continue to reveal concerns expressed by Latinx and Asian students regarding their efficacy to serve a diverse clientele and adequately apply counseling skills, as well as their access to quality training and supervision experiences (Dickson et al., 2010;Goh et al., 2014;Spalding et al., 2018). Students are also concerned with the lack of course content related to White culture within counseling curricula (Spalding et al., 2018) and systemic racism, xenophobia, and discrimination within their communities and the broader society (Benjamin, 2021). These concerns warrant further investigation, as counselors of color have encountered racial microaggressions when providing counseling services to White clients (Branco & Bayne, 2020). In a prior study, found that Black counselor trainees also experienced racial stereotyping when working with White clients. Although the 2015 findings help us to understand more about this issue, experiences of Asian and Latinx counselors

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