Experiences of Cross-Racial Trust in Mentoring Relationships Between Black Doctoral Counseling Students and White Counselor Educators and Supervisors

Minoritized Professionals' Experiences in Counselor Education: A Review of Research

“…Professionals can leverage this awareness across counselor education roles. Some examples include application of an intersectionality framework for pedagogy and practice (Chan et al, 2018), cross‐racial mentoring (Brown & Grothaus, 2019), and equitable distribution of labor to combat tokenism and invisible labor (Gess & Horn, 2018). Future research may be directed at uncovering a process of reflexivity (i.e., the process of examining one's identities as mentioned above) that stakeholders can carry out systematically.…”

Interracial Trust between Black Doctoral Student Protégés and White Mentors

“…Black students may be justifiably wary about trusting White faculty, which makes the establishment of an effective mentoring relationship more difficult. Brown and Grothaus (2019) discovered that Black doctoral students in trusting relationships with White mentors experienced benefits from these relationships which may have served as a protective factor for the racism experienced in their programs and clinical sites. Other explorations of Black graduate education students' experiences have illuminated their struggles and resilience amidst myriad challenges, such as racism and the systemic inequity common in institutions that are predominately White (Baker & Moore, 2015;Haskins et al, 2013;Henfield et al, 2013;Luedke, 2017;McCoy et al, 2015).…”

“…For example, Black graduate students have often found that White faculty exhibit insufficient cultural responsiveness and/or do not proactively proffer positive support (Baker & Moore, 2015;Haskins, et al, 2013;Henfield et al, 2013). Understandably, protégés of color tend to prefer mentors who share their racial identity (Brooks & Steen, 2010;Brown & Grothaus, 2019). Yet, given the underrepresentation of Black faculty in graduate education programs and the established advantages of positive mentoring, Black doctoral students could benefit from co-constructing trusting relationships with White mentors (Brooks & Steen 2010;Cartwright et al, 2018;Chan et al, 2015;Haizlip, 2012).…”

Counselor Education and Supervision: 2019 Annual Review

“…Attending to these aspects of the working alliance may be related to improved supervisory outcomes, specifically with regard to the supervisees' perceived relationship with the supervisor and their relationship with clients (Park et al, 2019). Numerous scholars focused on aspects of diversity in the supervision process, including humility and ruptures in the supervision process (Watkins, Hook, DeBlaere, et al, 2019), racial trust and cross‐racial mentoring (Brown & Grothaus, 2019), broaching and supervisor hesitation (King & Jones, 2019), and the influence of a feminist orientation on the strength of the supervisory relationship and supervisee willingness to share challenging experiences (McKibben, Cook, & Fickling, 2019). Finally, scholars addressed the working alliance within the context of wellness and mindfulness practices.…”

“…These studies included both qualitative and quantitative inquiries, with some inclusion of conceptual work specific to problem‐based learning activities in supervision (Waalkes & DeCino, 2019) and brief experiential approaches to school supervision to address time constraints inherent to school practice (Gruman & Purgason, 2019). Quantitative articles included survey‐based designs focusing on trainee emotional intelligence in leadership (Mullen et al, 2019) demonstrating potential for higher emotional intelligence influencing self‐efficacy and engagement in leadership as well as training effects on improvements in school site supervisors' self‐rated self‐efficacy (Neyland‐Brown et al, 2019). Qualitative researchers focused on experiences related to specific supervisory approaches, such as structured group peer supervision to improve problem‐solving skills (McKenney et al, 2019) and international school counselor experiences with the general supervision process, highlighting concerns related to lack of structure and time, as well as a need for support (Tan, 2019).…”