School Counselor Advocacy for Lesbian, Gay, and Bisexual Students: Intentions and Practice

Abstract

This study sought to understand school counselor advocacy for lesbian, gay, and bisexual (LGB) students using the theory of planned behavior (Ajzen, 2015). The authors analyzed data from a non-random sample of 398 school counselors in the United States. Participants completed demographic items and the Attitudes subscale of the Sexual Orientation Counselor Competency Scale (SOCCS-A), Advocacy Self-Efficacy Scale (ASES), Motivation to Comply Scale (MTCS), LGB Advocacy Intention Scale (LGBAIS), and LGB Advocacy Activity Scale (LGBAAS). School counselors’ attitudes and advocacy self-efficacy significantly predicted LGB advocacy intention. Attitudes, self-efficacy, and LGB advocacy intention significantly predicted LGB advocacy activity. Findings related to motivation to comply were inconclusive, indicating that it did not influence any changes in school counselor LGB advocacy intention or activity. The authors call for more general and LGBT-specific advocacy, training, and research in schools and counselor education programs, and more school counselor involvement in sex education reform.

Understanding the factors that influence school counselor advocacy for LGBTQ students

“…LGB Advocacy Activity -Advocacy activity refers to the "degree to which school counselors are either familiar with or using certain lesbian, gay, or bisexual activities" (Simons et al, 2017).…”

“…Given the negative experiences and school-based victimization LGBTQ students face (Kosciw et al, 2016;Simons, 2017) National organizations for school counselors support these professionals in their practice from a social justice advocacy platform (Ratts et al, 2007). Social justice advocacy emphasizes a counselors' responsibility to address ecological barriers that inhibit their advocacy for marginalized youth, including LGBTQ youth (Beck et al, 2018).…”

“…Although professional organizations have issued the call for advocacy, school counselors face roadblocks in their efforts (Watson et al, 2010). Competence, lack of self-efficacy, structural barriers, and lack of administrator support have been found to impede active advocacy for LGBTQ youth (Gonzalez, 2016b;Simons et al, 2017). When examining exemplary school counselors-principal teams, the collaborative relationship has increased the school counselor's ability to create systemic change and engage in advocacy work for and on behalf of LGBTQ students (Beck, 2018;Gonzalez, 2016b).…”

“…2017, approximately 8% or 1.3 million high school students identify as lesbian, gay, or bisexual, and an additional 150,000 youth ages 13-17 identify as transgender (Herman, Flores, Brown, Wilson & Conron, 2017). Lesbian, gay, bisexual and transgender, questioning (LGBTQ) youth often perceive schools as dangerous and hostile environments (Jackson, 2017;Simons, 2018;Simons, Hutchison, Bahr, 2017;Stone, 2003), which puts them at risk for poor academic outcomes and increased psychosocial concerns (Goodrich & Luke, 2009;Kosciw, Greytak, Giga, Villenas, & Danischewski, 2016).…”

“…Resistance from school staff, parents, and community members can make it difficult for school counselors to engage in advocacy efforts on behalf and with LGBTQ youth (Gonzalez, 2016b). In addition, lack of competence about issues specific to LGBTQ youth (Goodrich & Luke, 2009;Varjas, 2006) and lack of self-efficacy in how to engage in advocacy efforts for the LGBTQ students can impede a school counselor's ability to challenge the status quo (Simons et al, 2017). Third, there are structural barriers which curb a counselor's ability to engage in this important work (Gonzalez, 2016b).…”