Examining White Counselor Trainees’ Reactions to Racial Issues in Counseling and Supervision Dyads

Abstract

This study examined the reactions of White counselor trainees to hypothetical, provocative, cross-racial counseling and supervision dyads. It employed a qualitative methodology of inquiry to explore the underlying dynamics associated with cross-racial counseling and supervision dyads. Working with a sample of 8 White male and female counselor trainees, a focus group interview was conducted using vignettes that depicted racial issues in counseling and supervision situations. The focus group interview was transcribed, and themes and categories that captured the complexity of the trainees’ reactions to racially charged situations in counseling and supervision were identified. The implications of the study’s findings are discussed and direction is offered for future research in this area.

Teaching Antiracism in Counselor Training: Reflections on a Course

“…The possibility that student reflections could have been influenced by such factors as the power of the instructor in assigning a grade or the more subtle dynamics of not wanting to be perceived as racist in a racially diverse setting needs to be attended to when seeking to interpret the generally positive response of students. Additionally, the nature of student resistance to racial awareness training has been well documented in the literature (Utsey et al, 2005). However, the positive experiences of students might also be instructive regarding future ongoing antiracist pedagogy and praxis.…”

“…According to hooks, education is the practice of freedom through which educators seek to establish a community of learners-an act that requires the educator to participate in the community as an instructor and as a learner. Although these philosophical assumptions inform an approach to antiracism education as a partnership between instructor and student, resistance to this process is often encountered, particularly from students who fail to recognize the manner in which racism is often maintained via unintentional acts of oppression and privilege (Ahmed, 2008;Utsey, Gernat, & Hammar, 2005).…”

“…A historical framework is essential to developing an understanding of current racial dynamics. The objective, factual, and scholarly presentation of the development of racism provides a useful approach to dealing with potential resistance (Utsey et al, 2005). This pedagogical approach decreases the potential to personalize or individualize the existence of racism.…”

Breaking the Silence Around Race in Training, Practice, and Research

“…Perhaps one dynamic that leads to discomfort for White Americans in exploring racial issues and identifying potential racial baggage is the perception that they are the only ones with problems in this area (Utsey et al, 2005 [this issue]). All too often in multicultural training it is assumed that ethnic minority members need less training than White Americans or that ethnic minority members are already experts.…”

Race and Racism in Counseling Psychology Research, Training, and Practice

“…The subsequent two articles focus specifically on contextual or within-group factors to be considered in research, training, and practice. Utsey, Gernat, and Hammar (2005 and 1999 reported information about the race and ethnicity of the participants. The time of publication mattered in reporting racial and ethnic characteristics of the sample.…”