Recruiting, Retaining, and Supporting Students from Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education

Abstract

Few models exist that inform how counselor education programs proactively address the gap between diverse student needs and effective support. In this study, we utilized grounded theory qualitative research to gain a better understanding of how 15 faculty members in doctoral counselor education and supervision programs reported that their departments responded to the need for recruiting, retaining, and supporting doctoral students from underrepresented racial minority backgrounds. We also explored participants’ reported successes with these strategies. A framework emerged to explain the strategies that counselor education departments have implemented in recruiting, supporting, and retaining students from underrepresented racial minority backgrounds. The main categories identified were: (a) institutional and program characteristics, (b) recruitment strategies, and (c) support and retention strategies. The latter two main categories both had the same two subcategories, namely awareness and understanding, and proactive and intentional efforts. The latter subcategory had three subthemes of connecting to cultural identity, providing personalized support, and faculty involvement.

Doctoral students’ experiences of nondisclosure with their dissertation chair

“…We propose these strategies might also be useful for dissertation chairs and students in the dissertation process to invite disclosure. Informed by the findings from this study and prior research (e.g., Ju et al, 2020), dissertation chairs should consider broaching cultural differences and cultural background with their doctoral students, invite conversations about their students' current and past educational experiences, and attend to possible concerns about future career opportunities. This discussion might also include the systemic concerns (e.g., microaggressions and harmful behaviors) that students have quietly endured in their educational experiences.…”

“…Counselor educators may also realize this need, as well. Ju et al (2020) interviewed counselor educators who engage with doctoral students on a regular basis in their program. These educators identified one essential component of support in the retention of students from underrepresented, racial minority backgrounds: the faculty's engagement with students on a personal and cultural level.…”

Phenomenological understanding of Black counselor education students at Predominately White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions

“…HBCU graduates noted the extensive and personable mentoring while enrolled in the institution and after graduation. Ju et al (2020) underscored the significance of having a strategic approach to diverse mentoring students, as mentoring (formal and informal) allows authentic relationships to develop and thrive as students feel heard and "cared for." Our finding was also consistent with Joseph's (2007) study, which indicated that HBCU faculty are attuned to students' needs and provide mentoring focusing on degree advancement.…”

“…Participants noted a cluster of Black faculty who provided them with the "hidden curriculum" to navigate academia. Ju et al (2020) reinforced the concept of intentional mentoring as a strategy to support doctoral students of color by connecting them with faculty who can shepherd them through the doctoral process. Ju et al underscored the importance of routinely addressing the student's experiences.…”

Social and Emotional Intervention Research as Justice: A Case for Accountability

“…However, there are effective strategies that can be implemented to recruit doctoral students from these communities and increase their placement in IHEs. Systematic strategies may include addressing barriers to recruitment (e.g., such as standardized tests that measure aptitude and intelligence but reinforce negative stereotypes, expose inequities, and exclude capable ethnic minorities from doctoral study; Gómez et al, 2021; Randall, 2021; Woo et al, 2022), providing student-centered mentoring and advising (Santa-Ramirez, 2022), social support (Slay et al, 2019; Trent et al, 2021), funding (Hill & Conceição, 2020; Jones & Mandell, 2020; Merrell-James et al, 2020; Shealey, 2009), and transitional supports into the academy (Dieker et al, 2014). Using a tiered model to evaluate and identify supports for incoming students is another strategy that could increase access to the aptly termed “hidden curriculum” in doctoral studies (Felder & Barker, 2013).…”