TPC Journal-Vol 10- Issue 2-FULL ISSUE

The Professional Counselor | Volume 10, Issue 2 281 Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Adjapong, E. S. (2017). Bridging theory and practice in the urban science classroom: A framework for hip-hop pedagogy in STEM. Critical Education , 8 (15). https://doi.org/10.14288/ce.v8i15.186248 Adjapong, E. S., & Emdin, C. (2015). Rethinking pedagogy in urban spaces: Implementing hip-hop pedagogy in the urban science classroom. Journal of Urban Learning, Teaching, and Research, 11 , 66–77. Allan, D., & Duckworth, V. (2018). Voices of disaffection: Disengaged and disruptive youths or agents of change and self‐empowerment? British Journal of Special Education , 45 (1), 43–60. https://doi.org/10.1111/1467-8578.12201 American School Counselor Association. (2015). The school counselor and cultural diversity. https://www. schoolcounselor.org/asca/media/asca/PositionStatements/PS_CulturalDiversity.pdf American School Counselor Association. (2019a). Student-to-school-counselor ratio 2016-2017. https://www. schoolcounselor.org/asca/media/asca/home/Ratios16-17.pdf American School Counselor Association. (2019b). The ASCA national model: A framework for school counseling programs (4th ed.). Bailey, D. F., Getch, Y. Q., & Chen-Hayes, S. F. (2007). Achievement advocacy for all students through transformative school counseling programs. In B. T. Erford (Ed.), Transforming the school counseling profession (2nd ed., pp. 98–120). Pearson. Benton, J. M., & Overtree, C. E. (2012). Multicultural office design: A case example. Professional Psychology: Research and Practice , 43 (3), 265–269. https://doi.org/10.1037/a0027443 Betters-Bubon, J., Brunner, T., & Kansteiner, A. (2016). Success for all? The role of the school counselor in creating and sustaining culturally responsive positive behavior interventions and supports programs. The Professional Counselor , 6 (3), 263–277. https://doi.org/10.15241/jbb.6.3.263 Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program—A model for program planning and improvement in the elementary setting. Professional School Counseling , 12 (6), 428–433. https://doi.org/10.1177/2156759X0901200602 Breen, L. (2007). The researcher ‘in the middle’: Negotiating the insider/outsider dichotomy. The Australian Community Psychologist , 19 (1), 163–174. http://hdl.handle.net/20.500.11937/22045 Bryan, J., Griffin, D., Kim, J., Griffin, D. M., & Young, A. (2019). School counselor leadership in school‐family‐ community partnerships: An equity‐focused partnership process model for moving the field forward. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education (pp. 265–287). Wiley. Caro, R. A. (1975). The power broker: Robert Moses and the fall of New York . Alfred A. Knopf. Ceylan, C., Dul, J., &Aytac, S. (2008). Can the office environment stimulate a manager’s creativity? Human Factors and Ergonomics in Manufacturing & Service Industries , 18 (6), 589–602. https://doi.org/10.1002/hfm.20128 Chang, J. (2005). Can’t stop, won’t stop: A history of the hip-hop generation . St. Martin’s Press. Chapman, E., & Smith, J. A. (2002). Interpretative phenomenological analysis and the new genetics. Journal of Health Psychology , 7 (2), 125–130. https://doi.org/10.1177/1359105302007002397 Cholewa, B., Goodman-Scott, E., Thomas, A., & Cook, J. (2016). Teachers’ perceptions and experiences consulting with school counselors: A qualitative study. Professional School Counseling , 20 (1), 77–88. https://doi.org/10.5330/1096-2409-20.1.77 Conner, J. O., & Cosner, K. (2016). Youth change agents: Comparing the sociopolitical identities of youth organizers and youth commissioners. Democracy and Education , 24 (1). https://democracyeducationjourn al.org/home/vol24/iss1/2