Urban High School Counselors as Leaders: Is Their Leadership Evident in Their Support for Undocumented Latinx Students’ Post-Secondary Options?

Undocumented Latinx students graduate from U.S. high schools at comparatively high rates, particularly when compared to other historically marginalized student populations facing similar socioeconomic barriers, but pursue college at disproportionately low levels due to structural and informational barriers embedded within the admissions and financial aid processes. High school counselors often lack the professional preparation and institutional support necessary to address these students’ post‑secondary needs. This qualitative case study examines how counselors in three urban high schools within a majority‑Latino district enacted leadership to support undocumented Latinx students’ post‑secondary opportunities. Grounded in Latino/a Critical Race Theory (LatCrit), Community Cultural Wealth (CCW), and the concept of institutional agents, the study draws upon semi‑structured interviews with 10 counselors. Analysis reveals three themes related to counselor advocacy, efforts to expand college access, and recognition of systemic barriers affecting undocumented students. Findings indicate that although counselors engaged in leadership practices that supported post‑secondary access, such leadership remained informal and seldomly institutionally acknowledged. The study concludes with implications for educational leaders, counselors, and policymakers, and offers recommendations for future research.