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Wellness of Minority Female Counselor Educators

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Title: Wellness of Minority Female Counselor Educators
Language: English
Authors: Shillingford, M. Ann, Trice-Black, Shannon, Butler, S. Kent
Source: Counselor Education and Supervision. Dec 2013 52(4):255-269.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 15
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Counselor Educators, Females, Minority Groups, Statistical Analysis, Wellness, Qualitative Research
DOI: 10.1002/j.1556-6978.2013.00041.x
ISSN: 0011-0035
Abstract: Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1025470
Database: ERIC
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  Value: <anid>AN0092764936;cev01dec.13;2018Jun28.13:59;v2.2.500</anid> <title id="AN0092764936-1">Wellness of Minority Female Counselor Educators. </title> <p>Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.</p> <p>The American Association of University Professors (AAUP, [<reflink idref="bib1" id="ref1">1</reflink>] ) reported that, although the number of women attaining doctoral degrees has increased, long‐term representation of women in higher education has remained below expectations. For example, only 31% of women faculty are tenured compared with 69% of men, and only 24% of full professors are women compared with 76% who are men. Higher education literature has indicated potential difficulties women have that may create these discrepancies, including marital discord, health concerns, contempt from other faculty members—particularly men (Wilson, [<reflink idref="bib33" id="ref2">33</reflink>] )—experiences of negative and sexist remarks from students, hostile classrooms, and criticism of scholarship (Ward, [<reflink idref="bib30" id="ref3">30</reflink>] ). In fact, the AAUP ([<reflink idref="bib1" id="ref4">1</reflink>] ) stated that female faculty face more obstacles than women in managerial professions, are less welcomed in the ranks of academia, and encounter considerable obstacles in attaining the tenure status. Additionally, Hill, Leinbaugh, Bradley, and Hazler ([<reflink idref="bib13" id="ref5">13</reflink>] ) found that discouraging factors such as hurtful colleagues, office politics, and a lack of power and control were significantly related to negative life satisfaction of female faculty members.</p> <p>More alarming are data provided on the career challenges of minority women in academia. Bradley and Holcomb‐McCoy ([<reflink idref="bib2" id="ref6">2</reflink>] ) found that minority counselor educators experience significant challenges, including work overload, racism from colleagues, and a lack of mentorship and collegial support. Ponjuan, Conley, and Trower ([<reflink idref="bib23" id="ref7">23</reflink>] ) noted that female minority faculty were less satisfied than their White counterparts in regard to peer relationships on the job, and this dissatisfaction was associated with an increase in work‐related stress. Work‐related stress of minority female faculty has been related to issues such as resistance from White students (Grahame, [<reflink idref="bib11" id="ref8">11</reflink>] ), feelings of invisibility (Ford, [<reflink idref="bib9" id="ref9">9</reflink>] ), and feelings of isolation (Simmons, [<reflink idref="bib26" id="ref10">26</reflink>] ).</p> <p>Minority female faculty encounter additional stressors associated with racial stereotypes and stigmatizations. For example, Bryant et al. ([<reflink idref="bib3" id="ref11">3</reflink>] ) mentioned challenges such as invisibility (feelings of not being heard or listened to); overvisibility (feelings of being hired as a contribution to the façade of organizational diversity); and alienation and devaluation (feelings of distancing and lack of respect). Additionally, minority female faculty are often expected to provide supplemental service responsibilities, such as advising students of color and serving as a diversity representative on committees (Osajima, [<reflink idref="bib21" id="ref12">21</reflink>] ), thus increasing their workloads and potentially their job satisfaction. Work dissatisfaction has been found to be associated with anxiety, stress, and burnout (Lambie & Williamson, [<reflink idref="bib14" id="ref13">14</reflink>] ).</p> <hd id="AN0092764936-2">Wellness and Counselor Education</hd> <p>Considering the limited number of female faculty members in academia and the challenges that minority female faculty face, maintaining positive work satisfaction is imperative for all female faculty. In fact, Connolly and Myers ([<reflink idref="bib5" id="ref14">5</reflink>] ) found a positive significant relationship between work satisfaction and overall wellness. Myers, Sweeney, and Witmer ([<reflink idref="bib19" id="ref15">19</reflink>] ) conceptualized a Wheel of Wellness and defined wellness as “a way of life oriented towards optimal health and well‐being, in which body, mind, and spirit are integrated by the individual to live life more fully within the human and natural community” (p. 252). They identified five interconnected life tasks for achieving wellness: work and leisure (promoting a sense of accomplishment through pleasant experiences), spirituality (building a sense of connection with the universe), self‐direction (promoting mindfulness in meeting significant life tasks), friendship (social relationships and connection with others), and love (long‐term, mutual commitments).</p> <p>More recently, Myers and Sweeney ([<reflink idref="bib18" id="ref16">18</reflink>] ) refined the tenets of the Wheel of Wellness and developed a more evidence‐based model known as the Indivisible Self (IS‐Wel), which is based on Adler's ideology of a holistic, indivisible self. The IS‐Wel model comprises one high‐order factor (indivisible self) and five second‐order factors (coping, creative, essential, social, and physical). According to Myers, Luecht, and Sweeney ([<reflink idref="bib17" id="ref17">17</reflink>] ), the coping factor represents an individual's level of self‐worth, leisure, realistic beliefs, and ability to manage stress; the creative factors represent one's thinking, emotions, control, work, and positive humor; the essential factor represents spirituality, self‐care, gender identity, and cultural identity; the social factor represents love and friendship; and the physical factor represents the wellness practice of exercise and nutrition.</p> <p>Thus, wellness models further support the idea that wellness should encompass the whole individual for optimal functioning. Previous research on wellness (e.g., Lawson & Myers, [<reflink idref="bib15" id="ref18">15</reflink>] ; Roach & Young, [<reflink idref="bib24" id="ref19">24</reflink>] ) indicates that wellness is correlated with the quality of an individual's professional life. For example, Lawson and Myers ([<reflink idref="bib15" id="ref20">15</reflink>] ) found that practicing counselors with high‐risk clients and high client caseloads reported lower wellness (i.e., increased burnout). Roach and Young ([<reflink idref="bib24" id="ref21">24</reflink>] ) reported that the wellness of counselor education students may influence the quality of service they provide to clients, and students who felt supported were found to have higher levels of wellness. Although these studies provide a glimpse into the contributions of wellness to the professional life of counselors and counseling students, to date, no research has been found that explores the experiences of minority female faculty in counselor education and the wellness practices in which they engage.</p> <p>Our study explored the wellness of minority female counselor educators. Specifically, we conducted a phenomenological investigation to uncover the lived career and wellness experiences of minority female faculty in counselor education. A phenomenological approach explores the lived experiences of individuals and provides a rich understanding of these experiences (Creswell, [<reflink idref="bib7" id="ref22">7</reflink>] ). In a phenomenological analysis, researchers explore a phenomena while excluding their own biases and judgments and focus on exploration solely through the eyes of the participants (Hays & Wood, [<reflink idref="bib12" id="ref23">12</reflink>] ). In this phenomenological study, the following research questions were addressed: What are the prominent challenges faced by minority women counselor educators, and what wellness factors are significant to the success of these women?</p> <hd id="AN0092764936-3">Method</hd> <hd id="AN0092764936-4">Participants</hd> <p>After obtaining approval to conduct the study from the institutional review board, the primary researcher (the first author) used purposive, snowball sampling methods (Glesne, [<reflink idref="bib10" id="ref24">10</reflink>] ) to find participants who identified as minority female counselor education faculty. The primary researcher contacted 11 potential participants via e‐mail, and eight agreed to participate in the study. Participants provided informed consent before the study began. Participants identified with the following racial/ethnic groups: Asian, Latina, West Indian, African, and African American. Participants’ years of experience ranged from 1 year to more than 17 years (M = 8, SD = 4.5) and included professional areas such as school, marriage and family, and mental health counseling.</p> <hd id="AN0092764936-5">Data Sources</hd> <p>Demographic questionnaire. The demographic questionnaire elicited background information such as race/ethnicity, years of experience as a counselor educator, and levels of service involvement with minority students.</p> <p>Interviews. Interviews were conducted individually and ranged from 45 minutes to 1 hour. Additionally, all interviews were conducted via telephone and were recorded using an audiotape and a secure Skype recorder system. The primary researcher developed five interview questions: (a) What attracted you to become a counselor educator? (b) What were your challenges and success as a minority counselor educator? (c) How would you define your personal wellness? (d) What internal and external factors relate to your personal wellness? and (e) What advice would you give to novice, minority counselor educators and the administrators who hire these professionals? These interview questions were selected following a review of the current literature and feedback from a panel of experts, who were selected on the basis of their experience with qualitative research and their scholarly contributions. The researchers developed 12 questions from the literature, which the panel reviewed and decreased to five questions that addressed the research questions.</p> <hd id="AN0092764936-6">The Researchers</hd> <p>The researchers included two female counselor educators; the first author identified as Black and the other as White. The first and second authors’ positions were bracketed (Wertz, [<reflink idref="bib31" id="ref25">31</reflink>] ) before the data collection and throughout data analysis. Both researchers were able to discuss their experiences working with minority faculty and working in a predominantly White institution, and they further explored their values, perceptions, biases and assumptions about this population. For example, although both researchers valued acceptance and equality, the first author was skeptical about the practices of fairness and equality of minority counselor educators. Both researchers were able to recognize that the first author's assumptions of discrimination toward the identified population were primarily based on personal experiences, and they were able to discuss and differentiate between personal perceptions and participant experiences.</p> <p>All interviews were conducted and interpreted by the first author, a Black, West Indian woman in a predominantly White institution. Because of the racial commonality, the first author was mindful of not leading or probing for responses based solely on her own experiences as a minority woman. However, the shared understanding between the first author and participants may have allowed participants to feel more comfortable in reflecting on their professional and personal selves and to be more open with their responses. The first author was aware of possible researcher bias as the interviews proceeded, and she reflected on similar experiences with participants. The first author also kept a reflexive journal throughout the study. The second author collaborated on the data analysis and presentation. The third author was involved in the data presentation.</p> <hd id="AN0092764936-7">Data Analysis</hd> <p>After bracketing occurred initially, the first two authors reviewed interview transcripts to garner nonrepetitive statements made by the participants (i.e., horizontalization; Moustakas, [<reflink idref="bib16" id="ref26">16</reflink>] ). Next, the data were categorized into themes for creating meaning and depth (Hays & Wood, [<reflink idref="bib12" id="ref27">12</reflink>] ). This process was important in understanding the shared meanings of participants’ statements and developing textural descriptions to identify the phenomena. Finally, the categorized data were reviewed for structure and meaning; the data provided a rich description of the participants’ thoughts, feelings, and experiences.</p> <hd id="AN0092764936-8">Strategies for Trustworthiness</hd> <p>To maximize trustworthiness in phenomenological research, Hays and Wood ([<reflink idref="bib12" id="ref28">12</reflink>] ) recommended member checking, triangulation of the data source, and thick description. Member checking involves participants reviewing the data. For this study, only one individual was available for member checks; therefore, we used direct quotes from the interviews. To strengthen the research design, triangulation was used and included a peer debriefer. The peer debriefer for our study was a tenured counselor educator who was allowed access to only the transcripts for the purpose of ensuring trustworthiness and credibility of the findings. The transcripts were reviewed for organization, decoding, and interpretation process to ensure dependability and confirmability of the findings. Finally, thick description of the data was maintained by using the participants’ direct quotes to tell the story of their experiences.</p> <hd id="AN0092764936-9">Results</hd> <p>The results of the data analysis represent the thematic voices of the participants and their experiences as minority female counselor educators.</p> <p>Four textural descriptions were identified through the data analyses: (a) attraction to the field of counselor education, (b) challenges resulting from minority female counselor educator status, (c) feelings of personal successes, and (d) wellness practices beneficial to professional and personal success.</p> <hd id="AN0092764936-10">Attraction to the Field of Counselor Education</hd> <p>All participants reported that it was their desire to train and educate counselors that attracted them to the counselor education profession. This desire was driven by an observed need to help improve counseling competencies in counselors‐in‐training. One counselor educator stated, “I decided to go back to school and train people in what I saw was a problem in the field.” Likewise, another participant stated, “being out in the schools, I saw there was a need for counseling to be done in a different way.” The preceding responses suggest minority counselor educators’ concern about the policies and practices within the profession and their desire to be change agents.</p> <hd id="AN0092764936-11">Challenges Resulting from Minority Female Counselor Educator Status</hd> <p>Our exploration of participants’ experiences as minority female counselor educators revealed four significant subthemes: (a) challenges with students, (b) overwhelming workloads, (c) high expectations, and (d) feelings of alienation and lack of support.</p> <p>Challenges with students. Challenges with students emerged as a significant theme for six participants. These challenges included students’ lack of trust in minority counselor educators’ skills and abilities. For example, one African American participant described her frustration, stating, “Students would question me and then go and ask someone else that looked more like them.” Another counselor educator, who had less than 5 years of experience, also shared her challenges, stating,“… the personal attacks … like they are questioning me and it's a hard pill to swallow if you are a minority.”</p> <p>Some participants indicated that certain students’ actions and statements could be interpreted as microaggressions and suggested that some students had covert and hidden biases, as illustrated in the following excerpts from three participants: “the White students have an air about them like I am supposed to cater to them,” “I've been called everything because of their prejudices against Blacks,” and “faculty or students didn't know what to do with me because I didn't fit.” One participant shared, “They have these perceptions about me as a Black woman … and even before I can get to the content of the course I have to address this right now. ‘What's it like having an African American woman standing in front of you teaching you?’”</p> <p>Participants also expressed concerns about the personal and professional impact of negative student attitudes on their delivery of course material, as well as teaching evaluations and merit evaluations. For example, at least five of the participants—tenured and untenured—expressed trepidation about how their students perceived them professionally on the basis of their teaching, and the eventual impact of professional evaluations by these same students. These student challenges imply that there is a need for student interventions in counselor education programs to address issues of diversity and bias that may affect minority faculty's course delivery and professional evaluative processes.</p> <p>Overwhelming workload. Experiencing an overwhelming workload was another theme that emerged from the participants and was reported to be of significant concern to their personal and professional functioning. Participants reported unease over their expected involvement in activities that they deemed to be important but that still jeopardized their tenure process. College service, such as being a minority representative on student and faculty committees, was seen as an excessive requirement from the administration. One participant with more than 10 years of experience shared, “I ended up being the voice that represents the minority and female perspective.” Another participant described herself as feeling overloaded “with service and not able to keep up with my research.” Similarly, another participant shared, “Other aspects of my life were being strangled because of work demands.” In a tone of frustration, one minority female counselor educator described her experiences over 3 years, during which time she said she was viewed as “a Black woman,” adding, “that's the only way they knew how to categorize me, and so I was the faculty advisor for the Black student organization.”</p> <p>Other shared workload concerns included having to teach race‐related courses, such as a diversity course; participants stated, “I am constantly being chosen to teach the diversity course because of my race … it should be rotated,” and “usually, the most diverse person as far as race is chosen first to teach the multicultural course.” These and other concerns regarding work overload suggest the need to examine the demands on minority female counselor educators and the influence of these systemic demands on their personal and professional welfare.</p> <p>High expectations. Participants described the high expectations that were placed on them either by administrators, other faculty, and even themselves, in terms of professional functioning and success. The following excerpts illustrate participants’ expectations: “I have to work harder than everyone else to prove myself,’” “I have to work 10 times harder than everyone else,” and “I have to make sure I do a good job and do it well.” As with the previous theme, overwhelming workload, participants’ unease about higher expectations suggests a potential increase in occupational pressure for these participants. These concerns indicate the need for further exploration of professional standardization within departments so that minority counselor educators can feel that they are being evaluated in the same way as their colleagues.</p> <p>Feeling of alienation. The final theme that emerged in describing participants’ professional experiences as counselor educators were feelings of alienation. Participants shared past experiences that caused them to feel alienated, stating, “They wanted to keep me in a box … they did not want me to get involved,” and “They didn't want to talk to me because of my accent.” Another participant described her personal experience of alienation, stating, “I did not fit into the culture of the institution.” Participants also described instances of being left out of certain professional development opportunities because of their minority status. For example, one participant noted, “Certain opportunities that I would have liked have been handed to other people without giving me the consideration.” Another stated, “I wasn't even asked.”</p> <p>Even more alarming were stories shared by participants who reflected on statements made to them about their choice to teach at a particular institution. One person of West Indian descent shared, “Some would ask me, ‘Why are you here? Are there no jobs where you come from?’” Similarly, another participant shared her experience of being asked, “Wouldn't it be easier for you to teach elsewhere?”</p> <p>Despite their negative experiences, these counselor educators were also able to share reflections of success, as highlighted in the following section.</p> <hd id="AN0092764936-12">Feelings of Personal Successes</hd> <p>All participants expressed that, although challenges existed, they believed they had achieved professional and personal success. Some of the thoughts they expressed included, “I work hard and I feel like I have evolved,” and “My work speaks for me.” However, although participants’ reflections were positive, they appeared to evoke negative feelings, as evidenced by the inflections in the participants’ voices; the requests to pause interviews; and the soft, intermittent crying as the participants shared their thoughts about personal and professional success. In addition, participants expressed these difficult emotions through statements such as, “It hurts just thinking about it, “I can't believe I'm crying as we are talking,” and “I still feel angry and hurt sometimes.” Participants’ emotional reflections suggest that the effects of these negative challenges on minority professionals may be long term, further suggesting their need for support.</p> <hd id="AN0092764936-13">Wellness Practices Beneficial to Professional and Personal Success</hd> <p>A review of participants’ responses on wellness pointed to the need for developing and maintaining holistic balance. Holistic balance was supported by internal and external factors that participants indicated were relevant to their wellness: spirituality, a self‐care plan, the motivation to excel, setting boundaries, developing a strong professional identity, and developing and maintaining a positive support system.</p> <p>Spirituality. Participants reported overwhelmingly that spirituality was a key factor in their holistic balance and resulting wellness. One participant described the strength she obtained from her spirituality in this way: “My belief in God helps me to keep moving forward.” Another participant stated, “I stay involved in church and that really helps me stay connected.” Similar statements expressed by participants included, “I believe that there is a reason why things happen in life,” “I trust God's hand in my life and know that I will be okay,” and “Prayer and meditation [are] things that really help me, especially after a hard day at work.” These findings suggest the significant influence that spirituality has on the lives of minority female professionals. All participants expressed the benefits that some form of spirituality brought to them, including motivating them to move forward in spite of systemic issues.</p> <p>Self‐care plan. Maintaining a self‐care plan was reported as another significant beneficial internal factor for holistic balance. There appeared to be a connection between spiritual wellness and self‐care among participants. For example, one participant described her self‐care as “lots of prayer”: “Prayer changes things and I truly believe that,” she said. Nutrition was another aspect of self‐care that participants emphasized. They explained, often in depth, the importance they placed on nutrition and self‐care. “Nutrition, nutrition, nutrition … if I don't eat well, I am not at my best,” one participant stated. Another said, “Eating regularly helps. I try to eat a good, balanced meal as often as I can.” Other descriptions of participant self‐care included: “I enjoy recreation … watching television,” “I don't always have the time but I know that physical education is important for me,” and “Sleep is important. Sometimes when I am really stressed it's hard for me, but I know it's important.” Developing and maintaining self‐care plans was an important contributor to participants’ professional and personal balance and wellness, which they felt resulted in their professional success.</p> <hd id="AN0092764936-14">Motivation to Excel</hd> <p>Another internal factor that participants reported as important to their wellness was their motivation to excel. One participant described “drive” and “motivation” as necessary traits to successfully navigate through challenging work environments. Other participants described their motivation as “a strong sense of accomplishment” and “high internal expectations.” Another participant exclaimed, “I make sure I do a good job and do it well.” Most participants expressed the importance of motivation in achieving success. These findings of internalized motivation indicate that minority female counselor educators feel a strong desire to surpass their own professional expectations to counter the challenges that they may face on a daily basis.</p> <hd id="AN0092764936-15">Setting Boundaries</hd> <p>Much like participants’ motivation to excel, setting boundaries emerged as a significant aspect of wellness. Expressions such as “knowing your strengths and weaknesses,” “knowing how to prioritize,” “knowing when to draw the line, “protecting my outside time,” and “putting things in perspective” point to the value that participants placed on setting boundaries to succeed in academia. Two participants expanded on setting boundaries in stating, “Setting boundaries for me means not teaching in the summer,” “recognizing my stress and being able to step back,” and “surround[ing] myself with positive people.”</p> <hd id="AN0092764936-16">Developing a Strong Professional Identity</hd> <p>Finally, developing a strong professional identity was another internal factor that participants discussed. Professional identity was described as “getting involved in places where I will be accepted and I can contribute” and “involvement in professional organizations.” Many participants said that developing strong professional identities allowed them to be more strategically positioned for professional growth. Additionally, professional identity development provided them with a sense of belonging. Thus, it seems that maintaining a strong professional identity is essential to the wellness and success of the minority female counselor educators in our study.</p> <hd id="AN0092764936-17">Developing and Maintaining a Positive Support System</hd> <p>Participants emphasized the importance of mentors in a support system, expressing the desire to have “mentors who are successful with publications and research,” “regular meetings with a caring mentor who can guide and keep me focused,” and “mentors who can be honest.” Participants said they wanted the support of individuals who they can “call on at any time,” who are “minority women like myself,” and who are “minority mentors who will understand what I am going through.” Participants also linked their support system to social or personal relationships: “spousal support,” “spending time with friends,” and “church involvement.” However, some participants said they had discouraging experiences when they solicited support from senior minority counselor educators because they were not open to providing needed support. One participant stated, “There are a lot of people in our profession that have voiced commitment to multiculturalism that have not mentored me even though I have gone to them.” Another expressed her disappointment this way: “When it came to walking the talk, it wasn't there.” Similarly, another participant stated, “I got kicked in the stomach enough times.” These statements suggest a possible disconnect between counselor educators who are genuine social justice agents and those who profess to be multiculturally aware but do not provide support.</p> <hd id="AN0092764936-18">Participants’ Advice to Minority Female Counselor Educators and Administrators</hd> <p>At the end of each interview, participants were asked to reflect on their experiences and respond to the question, “What advice would you give to novice minority counselor educators and the administrators who hire these professionals?”</p> <p>In general, counselor educators expressed concern for novice minority counselor educators and the need to protect and empower them through their professional journey. Four recommendations were identified: (a) have a secure self‐care plan; (b) build a strong, positive professional support system; (c) understand the system of higher education; and (d) have clear career goals. These recommendations were made with the hope of decreasing novice minority counselor educators’ potential for attrition, increasing their job satisfaction, and boosting their professional and personal functioning.</p> <p>Participants also voiced the need for administrators and colleagues to support minority counselor educators. Suggestions included, (a) staying connected with minority faculty to ensure that they have the resources they need to survive academia; (b) providing mentors who they can relate to and are interested in the welfare of their colleagues; (c) promoting wellness and self‐care to all faculty, but particularly minority faculty and doctoral students; and (d) increasing diversity.</p> <hd id="AN0092764936-19">Discussion</hd> <p>In this study, we explored the wellness practices of minority female counselor educators. Findings revealed that minority female counselor educators felt an initial desire to join the profession because of their perception that changes were needed in counseling practices and training. These professionals, however, reflected on perceived roadblocks (i.e., challenges with students, overwhelming workloads, high expectations, and feelings of alienation and lack of support) that they have encountered during their tenure as counselor educators because of their minority status. Although participants recognized the importance of optimal health and well‐being, ironically, systemic barriers have hindered their progress in operationalizing balance and wellness. In fact, it seems that the minority female counselor educators who participated in our study were aware of what needs to be done (e.g., balance through wellness) to battle these challenges; however, because they felt overwhelmed and unsupported, they were often in a constant professional and personal fight to succeed.</p> <p>The literature across disciplines support our finding that minority counselor educators face challenges. For example, Bradley and Holcomb‐McCoy ([<reflink idref="bib2" id="ref29">2</reflink>] ) highlighted similar challenges faced by minority counselor educators, as did Ponjuan et al. ([<reflink idref="bib23" id="ref30">23</reflink>] ), whose research discussed challenges across varied disciplines, including arts and humanities, social sciences, and agriculture. Seifert and Umbach ([<reflink idref="bib25" id="ref31">25</reflink>] ) also found that minority female faculty across disciplines experienced decreased job satisfaction. Seifert and Umbach mentioned factors such as greater workloads and poor mentoring as contributors to job dissatisfaction and low productivity. Our findings and those of previous studies indicate that the obstacles faced by minority female counselor educators are not isolated to this population, but represent a cross‐discipline, systemic dilemma.</p> <p>Keeping in mind the prominent challenges that participants communicated, we also asked them about the wellness factors they felt were significant to their professional success. Participants focused on their professional growth in relation to their actual and perceived wellness practices. That is, each individual admitted her awareness of the need for wellness to promote professional growth. However, some participants confessed that their wellness practices were deficient, ironically because of the multiple professional challenges previously mentioned that were affecting their personal and professional lives.</p> <p>Findings on wellness further revealed that internal and external factors were instrumental in participants’ ability to counter systemic challenges. Internal factors included spirituality, a self‐care plan, the motivation to excel, and setting boundaries. These findings are consistent with assertions made by several researchers. For instance, Thomas‐Moore and Day‐Vines ([<reflink idref="bib28" id="ref32">28</reflink>] ) determined that religion and spirituality are significant to the African American culture. Spirituality has also been found to be a source of hope and emotional support for this minority group. Chae, Kelly, Brown, and Bolden ([<reflink idref="bib4" id="ref33">4</reflink>] ) found that African Americans, Asian Americans, and Hispanics were more intrinsically motivated by spirituality than were members of the majority group. Chae and colleagues further expressed the importance that spirituality plays in the lives of individuals from minority groups. Thus, it may be said that spirituality is rooted in the cultural foundations of minority populations and consequently plays an important role in the wellness and success of these individuals. This finding is encouraging considering that spirituality has been listed as a significant contributor to wellness in the literature (Myers et al., [<reflink idref="bib19" id="ref34">19</reflink>] , [<reflink idref="bib17" id="ref35">17</reflink>] ; Sweeney & Witmer, [<reflink idref="bib27" id="ref36">27</reflink>] ).</p> <p>Phalet, Andriessen, and Lens ([<reflink idref="bib22" id="ref37">22</reflink>] ) supported the finding that individuals from minority populations are often motivated to excel. Phalet et al. reported that because of the discriminatory history of ethnic minorities, these individuals may uphold a high sense of motivation, achievement, and goal orientation. Thus, holistic balance in the form of intrinsic motivation appears o be a significant contributor to potential success and is also consistent with the life task of self‐directedness (Sweeney & Witmer, [<reflink idref="bib27" id="ref38">27</reflink>] ). Another subtheme that emerged was self‐care. Daughhetee, Puleo, and Thrower ([<reflink idref="bib8" id="ref39">8</reflink>] ) reported that self‐care is essential for all counselor educators. However, although participants recognized the need for self‐care, most reported that there is often insufficient time available for this practice. Considering (a) the systemic challenges that minority female counselor educators reported and (b) the importance of self‐care as one of the five factors of the Indivisible Self Model (Myers et al., [<reflink idref="bib17" id="ref40">17</reflink>] ), it appears that minority female counselor educators may be at a disadvantage in maintaining complete balance and wellness.</p> <p>Additionally, one significant external deficiency reported by participants was developing positive support systems. Bradley and Holcomb‐McCoy ([<reflink idref="bib2" id="ref41">2</reflink>] ) found a lack of mentoring support for minority counselor educators at their institutions, perhaps because of the discomfort of White counselor educators in developing mentoring relationships with minority colleagues. Conversely, minority faculty have also been hesitant in seeking support because of a history of the marginalization and misinterpretation of minorities. More recently, Osajima ([<reflink idref="bib21" id="ref42">21</reflink>] ) recommended institutional support for faculty of color because of the numerous institutionalized challenges that these individuals often encounter. Although there has been an urgent call for support for minority counselor educators, this call has often gone unheard, thus heightening the barriers to optimal wellness for this population.</p> <hd id="AN0092764936-20">Implications</hd> <p>Given our findings, a focus is neededon practices that support the wellness development of minority female counselor educators. Fostering a positive support system may be a significant step in promoting the well‐being of minority female counselor educators. Bradley and Holcomb‐McCoy ([<reflink idref="bib2" id="ref43">2</reflink>] ) suggested that minority female counselors develop mentoring relationships with senior counselor educators who are committed to recruitment and retention. Mentoring relationships would give minority female counselor educators a platform to express concerns related to job satisfaction and performance; these interactions may also help to decrease internalized work stress. Bryant et al. ([<reflink idref="bib3" id="ref44">3</reflink>] ) encouraged mentoring as a progressive movement toward reducing the reported alienation often felt by minority female counselor educators. However, for mentoring of minority faculty to be successful, the relationships should be (a) credible, (b) reliable, (c) systemic and structured, (d) highly regarded, (e) focused on outcomes, and (f) associated with a credible institution (Vega, Yglesias, & Murray, [<reflink idref="bib29" id="ref45">29</reflink>] ). The notion is to provide minority faculty with a voice and stronghold so that they can not only be successful but also feel successful.</p> <p>It may be in the best interest of minority counselor educators for awareness of the need for wellness to begin at the counselor training and preparation phase. Wellness enhancement can certainly be infused in counselor education curricula, particularly in the more experiential courses, such as practicum, internship, and group counseling. Roach and Young ([<reflink idref="bib24" id="ref46">24</reflink>] ) argued that although the importance of wellness is shared with graduate students, there is still a lack of specific strategies to educate and evaluate students’ wellness development. Despite the paucity of wellness education curricula, limited resources are available. Those that exist include the Holmes Scholars program, which provides support and mentoring to minority doctoral students throughout the United States, along with minority faculty from underrepresented populations. This program facilitates conversations among minority individuals in higher education about their professional experiences and provides an avenue for scholarship and productivity (National Association of Holmes Scholars Alumni, [<reflink idref="bib20" id="ref47">20</reflink>] ).</p> <p>College administrators are not exempt from supporting their minority counselor educators. In fact, promoting a work atmosphere that is conducive to positive relationships and productivity for minority counselor educators is vital. This may be accomplished by examining and facilitating changes in potential psychological and institutional factors that may have been instrumental in creating barriers for minority counselor educators (Hill et al., [<reflink idref="bib13" id="ref48">13</reflink>] ). Considering participants’ reports of overwhelming workloads and expectations, deans and other administrators may play a pivotal role in improving these work conditions. The improvements may be realized through offering family‐friendly work policies that allow flexible scheduling of courses and meetings (Wester, Trepal, & Myers, [<reflink idref="bib32" id="ref49">32</reflink>] ). These considerations may also afford minority female counselor educators the opportunity to improve their systems of support and more effectively address personal and professional self‐care practices. Connolly and Myers ([<reflink idref="bib5" id="ref50">5</reflink>] ) recommended an increase in comprehensive services and work‐site wellness programs that help promote wellness among employees. Providing these wellness programs may encourage minority female counselor educators to develop more functional wellness practices.</p> <p>Finally, Cousins ([<reflink idref="bib6" id="ref51">6</reflink>] ) recommended building on‐the‐job minority/ethnic networks to encourage these individuals to feel a sense of belonging in the workplace. Cousins stated that such a forum may give minority professionals the opportunity to provide peer group support, highlight minority professionalism, and reflect and engage the wider community in terms of recruitment and retention. Such a forum initially may cause apprehension among minority female counselor educators, who may be uncomfortable voicing their thoughts in the workplace.</p> <p>Although these recommendations are supported in the literature, it is important to note they may not be applicable globally; that is, there is not a one‐size‐fits‐all approach. Continued collaboration is recommended among minority female counselor educators and their colleagues to provide the type of support that each individual may need for professional success. Future research is suggested to determine other aspects of wellness that minority female faculty from different ethnic/racial groups consider to be the most important. Research should also be conducted to explore aspects of mentoring that individuals consider beneficial to their professional success. This information would be especially helpful to administrators and department chairs that are tasked with providing support to their colleagues.</p> <hd id="AN0092764936-21">Limitations and Future Recommendations</hd> <p>Although this study produced rich data on the lived experiences of minority female counselor educators, it is not without limitations. First, the sample does not represent the collective lived experiences of all minority female counselor educators. For example, the experiences of members of the lesbian, gay, bisexual, transgender, queer community were not included in this study. Future studies should include more diverse samples.</p> <p>This qualitative study is also limited in that the results were determined by conducting only one data‐gathering interview with each participant. Future studies would benefit from the inclusion of other data collection methods; the addition of artifacts or journal entries may help to increase triangulation. The interviews were also limited in that they were conducted via telephone, which meant that we could not observe participants’ nonverbal responses. To enhance study results, it would behoove researchers to conduct interviews face‐to‐face with participants either individually or in focus groups. Future studies might also include a comparative analysis of minority counselor educators at historically Black colleges and universities and predominantly White institutions.</p> <p>Despite the limitations of this study, the results point to significant challenges that minority female counselor educators face and the increased necessity for functional balance and wellness. Wellness may be enhanced through personal awareness and change, as well as an institutional‐level commitment to change. As the voices of the participants indicated, there is still much work to be done to improve the professional lives of minority female counselor educators.</p> <ref id="AN0092764936-22"> <title>References</title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext>American Association of University Professors ( 2006 ). AAUP faculty gender equity indicators. 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( 2008 ). Female faculty in male‐dominated fields: Law, medicine, and engineering. New Directions for Higher Education, 143, 63 – 72. </bibtext> </blist> <blist> <bibl id="bib31" idref="ref25" type="bt">31</bibl> <bibtext>Wertz, F. J. ( 2005 ). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52, 167 – 177. </bibtext> </blist> <blist> <bibl id="bib32" idref="ref49" type="bt">32</bibl> <bibtext>Wester, K. L., Trepal, H. C., & Myers, J. E. ( 2009 ). Wellness of counselor educators: An initial look. Journal of Humanistic Counseling, Education and Development, 48, 91 – 109. </bibtext> </blist> <blist> <bibl id="bib33" idref="ref2" type="bt">33</bibl> <bibtext>Wilson, R. ( 2009 ). Is having more than 2 children an unspoken taboo? Chronicle of Higher Education, 55, B16 – B19. </bibtext> </blist> </ref> <aug> <p>By M. Ann Shillingford; Shannon Trice‐Black and S. Kent Butler</p> </aug>
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  Data: Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.
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