Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

Abstract

In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.

Contributing Factors to Earning Tenure Among Black Male Counselor Educators

“…Through email recruitment invitations to three separate counseling and counselor education email distribution lists and relying on our own professional networks, we directly contacted 53 potential participants who were Black male counselor educators with tenure, of whom eight agreed to participate. Sample sizes between three and 10 participants are appropriate for IPA (Cilesiz, ; Dollarhide et al, ; J. A. Smith & Osborn, ), and we determined that our sample of eight participants was sufficient given our research design and overall goals for the study.…”

Counselor Education and Supervision: 2018 Annual Review

“…Diversity and inclusion research about counselor educators included quantitative investigation of mothers’ occupational satisfaction (Neale‐McFall, Eckart, Hermann, Haskins, & Ziomek‐Daigle, 2018). Qualitative inquiries included experiences of “minoritized” (Pérez & Carney, 2018, p. 162) faculty members with institutional oppression and campus interviews (Cartwright, Avent‐Harris, Munsey, & Lloyd‐Hazlett, 2018), as well as analyses of African American male counselors’ social justice efforts (Dollarhide et al, 2018) and actions of LGBTQ+ competent faculty members (Gess & Doughty Horn, 2018).…”

“…Mentorship literature included a review of the literature regarding research mentorship (Anekstein & Vereen, 2018b), a Delphi study regarding mentorship components (Purgason, Lloyd-Hazlett, & Avent Harris, 2018), the research mentoring experiences of doctoral students (Anekstein & Vereen, 2018a), and a Q-sort study of counselor educators' teaching mentorship styles (Baltrinic, Moate, Hinkle, Jencius, & Taylor, 2018). Retention, remediation, and dismissal literature featured emerging evidence regarding effectiveness of a program to boost retention in a master's program (Jensen, Midgett, & Doumas, 2018), investigation of collaborative gatekeeping between site supervisors and faculty members (Dean, Stewart-Spencer, Cabanilla, Wayman, & Heher, 2018), and a qualitative investigation of counselor educators' perceptions of gatekeeping (Schuermann, Harris, & Lloyd-Hazlett, 2018). Articles not otherwise classified included a social media policy for counselor education programs (Willow et al, 2018), an ethical case study based on a response to an ACA essay contest (Grunhaus, Tuazon, Gonzalez, & Wagner, 2018), and evidence regarding lack of relationship between client improvement and student theoretical orientation within a counseling training clinic (Holm, Bevly, & Prosek, 2018).…”

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

“…All participants reported having a master's degree in counseling, with two also having master's degrees in educational leadership and one holding a certificate in substance abuse counseling. With 3-10 participants designated as an appropriate sample size range for IPA (Cilesiz, 2011;Dollarhide et al, 2018;Smith & Osborn, 2007), our sample of six participants was determined to be sufficient given the research design and goals for the study.…”