Abstract
The school counseling profession has an ethical responsibility to provide and advocate for individual students' career planning and development, while expanding school counselors' own multicultural and social justice advocacy to become effective culturally competent professionals. Additional literature is needed to identify how school counselors can adapt their career counseling approaches to fit the unique challenges and barriers of historically marginalized students both during and after the global COVID-19 pandemic. We describe how school counselors can use intersectionality theory as a framework for career development with marginalized populations in response to COVID-19 and its impact on the economic decline.