Date of Conferral
Counselor Education and Supervision
Corinne W. Bridges
Counselor education and supervision (CES) faculty members are responsible for adequately preparing counselors-in-training (CIT) for their work with diverse populations. Current literature explains traditional multicultural counseling education in this way; however, little research is available exploring faculty members' personal and professional experiences with intersectionality and how those experiences contribute to their pedagogy. In this dissertation, CES faculty members' experiences with intersectionality theory and how they could use this theory in their multicultural pedagogy were explored. Research questions exploring CES faculty use of intersectionality in their multicultural coursework, how their personal experiences contribute to their pedagogy, and their experiences with privilege and oppression were used to guide the study. The method of inquiry used to collect and analyze data was heuristic in nature due to the focus on contextual experiences of the participants as well as the researcher. The results showed how 7 CES faculty members' personal and professional experiences influence their incorporation of intersectionality in their multicultural pedagogy. There were for themes identified in this study: Privilege and Oppression and the use of Intersectionality in Pedagogy, Intentionality and Responsibility to the Students, and Intersectionality for Empowerment and Building Bridges in the Classroom. Based on the themes and findings, the current study could lead to change regarding how multicultural issues are taught and supervised by CES faculty members at CACREP accredited institutions.
Thompson, Jenae D., "Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens" (2018). Walden Dissertations and Doctoral Studies. 5424.