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

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Title: Recruiting, Retaining, and Supporting Students from Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education
Language: English
Authors: Ju, Jennie, Merrell-James, Rose, Coker, J. Kelly, Ghoston, Michelle, Pérez, Javier F. Casado, Field, Thomas A.
Source: Professional Counselor. 2020 10(4):581-602.
Availability: National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Peer Reviewed: Y
Page Count: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Recruitment, School Holding Power, Disproportionate Representation, Minority Group Students, Doctoral Students, Counselor Training, College Faculty, Teacher Attitudes, Institutional Characteristics
ISSN: 2164-3989
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1284562
Database: ERIC
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  Data: National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
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  Data: 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.
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      – SubjectFull: Disproportionate Representation
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