Relational Mentoring of Doctoral Social Work Students at Historically Black Colleges and Universities

Ross-Sheriff, Fariyal; Edwards, Janice Berry; Orme, Julie

doi:10.1080/08841233.2016.1270250

Cited by 14 publications

(3 citation statements)

References 23 publications

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“…Several scholars and researchers have investigated the experiences of Black students at HBCUs (Allen, 1992;Fries-Britt & Turner, 2002;Guiffrida, 2003;Palmer & Gasman, 2008;Palmer & Wood, 2012;Roebuck & Murty, 1993). Among the studies on HBCU students, several themes emerge: (1) HBCU students receive significant faculty, staff, and peer support, as well as mentoring (Hirt et al, 2008;Ross-Sheriff et al, 2017); (2) gender differences exist in on campus engagement and success among Black students at HBCUs (Fleming, 1984;Harper et al, 2004;Palmer et al, 2009Palmer et al, , 2014; (3) HBCUs provide conducive learning environments for Black students (Ancis et al, 2000) and they perform just as well or better than their counterparts at PWIs, particularly in STEM fields (Kim & Conrad, 2006;McCoy et al, 2017;Palmer et al, 2010;Perna et al, 2009) and (4) HBCUs contribute to Black student's cultural awareness, self-confidence, and satisfaction (Berger & Milem, 2000;Outcalt & Skewes-Cox, 2002). While academic, social, and cultural conditions at HBCUs are largely supportive in facilitating student learning and engagement, Black students are not monolithic in terms of representation.…”

Section: Black Students At Hbcusmentioning

confidence: 99%

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

2020

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This qualitative study explored how Black LGBQ students at three urban private HBCUs experienced and navigated spaces that affirmed their racial identity but posed challenges to their sexual and gender identities. Drawing on Black respectability politics and environmental press as power as theoretical framing, we utilized a critical constructivist epistemology to unearth the complexities and contradictions that Black LGBQ students face in HBCU settings. Our analysis yielded three themes: (a) affirming/othering, (b) institutional pride/institutional change, and (c) safe space needed/wasted institutional efforts. Implications for higher education administrators and policymakers are offered within.

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Section: Black Students At Hbcusmentioning

confidence: 99%

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

2020

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“…Understanding the relative importance of these motivational and demographic factors can help programs in increasing both their accessibility and their appeal to Black applicants. Additional research should also elucidate factors that may impact retention within graduate programs for Black psychotherapy trainees as well as trainees’ motivations and career choices, including formal and informal mentorship (Jones et al, 2018; Ross-Sheriff et al, 2017). Ultimately, all mental health fields may benefit from learning from each other to promote the enrollment and retention of Black students, toward the goal of increased representation of practicing therapists.…”

Section: Discussionmentioning

confidence: 99%

The predictive efficacy of racial identity attitudes, historically Black college/university attendance, and sources of motivation in Black therapists’ career choices.

Scharff,

Roberson-Miranda,

Sutherland

et al. 2024

Professional Psychology: Research and Practice

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Understanding Black therapists' educational decisions contributes to increasing Black therapists' representation and accessibility. The present study explored the role of racial identity attitudes, demographic factors, and motivations for becoming a therapist (e.g., personal experiences, altruism) in predicting membership in the subfields of counseling, clinical psychology, and social work. Black therapists (N = 129) were surveyed about their career trajectories and personal characteristics. Predictors of subfield membership were examined using multinomial logistic regression. Black therapists who endorsed the racial identity status of internalization and those who were motivated by family problems were more likely to be social workers or counselors than clinical psychologists. Attending a historically Black college/university and being motivated by professional altruism predicted membership in social work relative to clinical psychology, whereas those who were motivated by the experience of personal problems were more likely to be clinical psychologists than counselors or social workers. We conclude that Black therapists' career decision making appears to be consistent with the expressed values of psychotherapy subfields. Understanding Black therapists' motivations and career trajectories can inform recruitment and retention efforts within psychotherapist training and employment. Public Significance StatementThis survey study suggests that among Black therapists, there are important differences between social workers, clinical psychologists, and counseling psychologists. Observed differences included motivation for becoming a therapist, racial identity (attitudes related to race, society, and one's own life), and history of attending a historically Black college or university. Understanding why Black therapists choose particular career paths can help therapist training programs recruit and retain Black students.

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“…Studies included in our review also captured efforts that programs have made to support underrepresented ethnoracial doctoral students (Davis, 2016;Ghose, Ali, & Keo-Keier, 2107;Pinto & Francis, 2005;Ross-Sheriff, Berry Edwards, & Orme, 2017;Schiele & Francis, 1996;Simon, Bowles, King, & Roff, 2004). These studies identified a range of sources that support U.S. social work doctoral students from underrepresented backgrounds, including other students, faculty, and educational institutions.…”

Section: Support Structures and Recommendationsmentioning

confidence: 99%

Investigating Diversity in Social Work Doctoral Education in the United States

Chin¹,

Hawkins²,

Krings³

et al. 2018

Journal of Social Work Education

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Despite its emphasis on social justice, social work in the United States has not always attended to issues of diversity in doctoral education. This article examines the state of the discipline's research on traditionally underrepresented students in U.S. doctoral social work programs. An analysis of relevant peer-reviewed articles from social work journals revealed that this research has focused on demographic trends, degree motivation, student barriers, existing supports, and career navigation. Diversity in U.S. doctoral social work education is vastly understudied with the majority of scholarship focusing on ethnoracial difference. The limitations of this study are discussed, and future research directions are proposed including the need to examine various kinds of social differences and a wider range of support initiatives.

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Relational Mentoring of Doctoral Social Work Students at Historically Black Colleges and Universities

Cited by 14 publications

References 23 publications

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

The predictive efficacy of racial identity attitudes, historically Black college/university attendance, and sources of motivation in Black therapists’ career choices.

Investigating Diversity in Social Work Doctoral Education in the United States

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