Date of Conferral

5-12-2025

Date of Award

May 2025

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Geneva Gray

Abstract

Black women in counselor education and supervision (CES) programs at predominantly White institutions (PWIs) accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) face unique challenges that significantly influence their professional identity development (PID). Systemic barriers, such as microaggressions, racial stereotyping, and limited institutional support, remain pervasive and underexplored in literature. The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of PID among Black women enrolled in CES doctoral programs at CACREP-accredited PWIs. This qualitative study, guided by Heidegger’s hermeneutic phenomenology and informed by intersectionality and social cognitive career theory, aimed to illuminate the lived experiences of Black women in these academic spaces. Semi-structured interviews were conducted with nine participants who were Black women either enrolled in or recently graduated from CACREP-accredited CES programs at PWIs within the past 5 years. Thematic analysis revealed five key themes using the hermeneutic circle: navigating PID, barriers to success in CES programs, resilience and coping strategies, contributions to the counseling profession, and recommendations for institutional change. Findings highlighted the importance of culturally responsive mentorship, peer support, and adaptive strategies in overcoming systemic barriers while fostering professional growth. This study highlights the need for institutional reforms such as curriculum revisions, inclusive mentorship, and affirming academic environments to empower Black women, promote systemic equity, and advance the counseling profession.

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