This study examined 36 Black therapists' experiences working with Black clients in hospital, school, college, and community counseling settings. Findings of this interpretative phenomenological analysis suggest these therapists most often feel a distinct sense of solidarity with their Black clients, as evidenced by having a better understanding of the context of Black clients' lives, creating easier and faster therapeutic connections with Black clients, and feeling especially committed to these clients' well-being. Participants also acknowledged the potential pitfalls and having insufficient boundaries and acknowledged the limitations of their formal training in learning to work with Black clients. How participant responses differed according to years of experience, practice setting, and gender are also explored. This study also suggests implications to increase the quality of training provided to therapist trainees of African descent.

This consensual qualitative research (CQR) study explores factors contributing to the persistence of African-American gay and bisexual men at a predominately White institution (PWI). Eight participants consistently noted that involvement with an African-American community was crucial to navigating the challenges of attending a PWI. Participants reported that their racial identity was more salient than their sexual orientation in creating social support, and they described feeling uncomfortable using lesbian, gay, bisexual, and transgender (LGBT) resources. Implications, including education about sexual orientation within African-American campus communities, LGBT outreach to communities of color, and continued institutional support for African-American campus organizations, are discussed.

This qualitative study examined how 7 African American men who have sex with men (AAMSM) created platonic and romantic relationships and found safe spaces at predominately White educational institutions. Results suggest that AAMSM at predominately White educational institutions take significant risks to create safe spaces, with supportive friendships being the most critical element in their perception of safe spaces. Themes emerging from the results included: recognizing the importance of race and gender, selective disclosure in the creation of safe spaces, selecting friends on the basis of perceived tolerance of homosexuality, creating an AAMSM community, negotiating the difficulties of building romantic relationships, and recognizing the role of safe spaces in academic retention. Suggestions for future research and implications for the provision of psychological services and retention interventions for AAMSM attending predominately White educational institutions are discussed.

Do Black therapists experience their work with Black clients differently than their work with other clients? A phenomenological study of 12 Black psychologists, social workers, and counselors working in college counseling centers examined these therapists' lived experience of same-race therapeutic dyads. The therapists described the unique aspects of their therapy with Black clients, as well as how they learned to perform that work. The implications of this study are vital not only to Black therapists, but also to educators and supervisors of Black therapist trainees.

This study examined how African American men who have sex with men (AAMSM) manage their multiple-minority identities, including being both racial and sexual minorities at predominately White educational institutions (PWI). Using a phenomenological paradigm, AAMSM college students participated in semistructured interviews. Results suggest that AAMSM at PWIs view race, gender, and religious beliefs as of primary importance, and sexual orientation and social class as less salient aspects of their identities. Further, AAMSM attending PWIs reported experiencing both discrimination and stereotyping based on their race and sexual orientation, and their appraised risk of rejection and acceptance influenced their perception of identity options. AAMSM’s construction of their identity influenced their interpersonal associations with the African American, gay, African American and gay, and campus communities at large. Implications for future research and higher education administrators and mental health professionals are discussed.