A Phenomenological Exploration of Diversity in Counselor Education

Foxx, Sejal Parikh; Kennedy, Stephen D.; Dameron, Merry Leigh; Bryant, Amber

doi:10.1080/15566382.2019.1569320

Cited by 1 publication

(1 citation statement)

References 28 publications

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“…As such, recruiting underrepresented students from teacher preparation programs and constructing methods to provide pre-program mentorship may prove effective. Importantly, research on the recruitment of applicants of color appears to suggest that the development of a shared commitment to diversity across multiple aspects of the program appears important for successful doctoral student recruitment (Foxx et al, 2018). The fact that not all respondents have advised a doctoral student of color also raises questions about individuals' experience and perparedness to adequately support a doctoral student of color with culturally relevant and student-centered advising.…”

Section: Recruitment and Retention Strategiesmentioning

confidence: 99%

Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

Maggin

Collins

Foster

et al. 2021

Teacher Education and Special Education

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The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.

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Section: Recruitment and Retention Strategiesmentioning

confidence: 99%