Date of Conferral

2022

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Mark Stauffer

Abstract

AbstractIndividuals from racially and ethnically diverse backgrounds are underrepresented as counselor education faculty. In the current literature, these counselor educators report limited mentorship due to a lack of culturally diverse faculty to serve as mentors and ineffective mentoring approaches. The purpose of this study was to discover an emergent theory of cross-cultural mentoring based on the experiences of mentors to racially and ethnically diverse counselor educators. The research question addressed how to provide competent cross-cultural mentoring to racially and ethnically diverse counselor educators. The study followed Kathy Charmaz’s approach to constructivist grounded theory using purposeful sampling, snowball sampling, and semi-structured interviews to gather data. Study participants consisted of 6 counselor educators who are recipients of the David K. Brooks, Jr. Distinguised Mentor Award, the Locke-Paisley Outstanding Mentor Award, the Compadrazgo/Comadrazga Award, and their referred colleagues who perform cross-cultural mentoring. Constructivist grounded theory data analysis of memoing, constant comparison, initial, focused, and theoretical coding produced a theoretical model of cross-cultural mentoring. The resulting model illustrates the knowledge, skills, attitudes, and activities mentors utilize with racially and ethnically diverse counselor educators. The theory depicts the mentoring environment, mentor qualities, evolution of the mentoring relationship, and 16 indirect and direct mentoring actions. The emergent cross-cultural mentoring theory is a systematic tool counselor preparation programs can implement to combat inequities in the current academic environment and address the issue of underrepresented racially and ethnically diverse counselor education faculty.

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