E. C. M. Mason

In this qualitative study, 10 White school counselors were interviewed after they completed a 7-week affinity group designed to address their racial identity development, cultural humility, and antiracist school counseling practice. We conducted two semistructured interviews with each participant and analyzed them using interpretive phenomenological analysis. The analysis revealed five group experiential themes: (a) motivation for joining the affinity group, (b) affinity group experiences, (c) outcomes from the affinity group, (d) antiracism’s influence on identity, and (e) antiracist school counseling practice. We discuss implications for the school counselor preparation, induction, and practice.