Date of Conferral
11-5-2024
Degree
Ph.D.
School
Counselor Education and Supervision
Advisor
Katarzyna Peoples
Abstract
Cultural competence is a key metric in the accreditation of U.S. counseling education and supervision (CES) programs, with diversity among faculty members in counselor training programs a key consideration. However, there are very few Black men in CES faculty roles, especially at higher academic ranks. The purpose of this phenomenological study was to explore how Black male faculty experience race relations in counselor education programs at predominantly White institutions (PWIs). In-depth, semi-structured interviews were conducted with six Black men who were current or previous CES faculty. Heidegger’s theory of hermeneutic phenomenology and the critical race theory were used to analyze qualitative data from six Black men using the inclusion criteria that they must be a Black male, be currently or formerly employed in a CACREP accredited CES program as faculty at a PWI, be available and willing to participate and have the ability to communicate experiences and opinions in an articulate, expressive, and reactive manner. Analysis of the data revealed four themes: (a) negative implications of navigating race relations, (b) awareness used as a tool to navigate negative race relations, (c) shifting behavior to adjust to PWI environment, and (d) seeing racial disparity in hiring and promotion process . Recruiting more Black men into CES positions throughout the United States may foster positive social change by bringing their unique experiences and views to support the multicultural competence .
Recommended Citation
Irving, Timothy, "The Lived Race Relation Experiences of Black Male Counselor Educators" (2024). Walden Dissertations and Doctoral Studies. 16588.
https://scholarworks.waldenu.edu/dissertations/16588
