A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education

The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided

A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education

The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided

Reality vs. Ethics: Challenging Implicit Bias in Counseling Education While Navigating the Revocation of Affirmative Action

Today, it is increasingly challenging for many universities to achieve proportional representation of underrepresented groups, and the revocation of affirmative action limits racial justice and equal opportunity in higher education. In particular, counselor education training programs have concentrated on more thorough multicultural and social justice education; nonetheless, those programs typically concentrate more on explicit types of bias. This presentation will discuss existing inequities along with recommendations for improving multicultural competence

Going Above and Beyond: Developing Anti-Oppressive Strategies in Counselor Education Programs

The field of counseling, which emphasizes anti-racist values, would seem to be an affirming, safe place due to progressive multicultural and social justice competencies. Sadly, these aspirations only materialize partially in training programs. In counselor education, critical gaps and oversights still exist even with the emphasis on cultural responsiveness. For example, many students from historically marginalized groups report experiences of discrimination and unfair biases when navigating their programs. This session will create a space to share common lived experiences felt by students and faculty to start the process of dismantling oppressive environments on multiple levels. From day-to-day experiences to systemic practices such as promotion/tenure processes, the presenters will share extensive literature and lived experiences. Participants will have a chance to share thoughts and identify areas for them to take the initiative to dismantle oppressive practices in counseling