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Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory

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Title: Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory
Language: English
Authors: Ann Shillingford, M., Ngazimbi, Evadne E., Patel, Samir H.
Source: Counselor Education and Supervision. Jun 2022 61(2):72-85.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Theory, Race, Minority Group Teachers, College Faculty, Counselor Training, Work Environment, Mentors, Cultural Relevance, Tenure, Faculty Development, Faculty Promotion
DOI: 10.1002/ceas.12226
ISSN: 0011-0035
Abstract: Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color: (1) culturally responsive mentoring; and (2) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1337304
Database: ERIC
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  Value: <anid>AN0157233818;cev01jun.22;2022Jun06.08:47;v2.2.500</anid> <title id="AN0157233818-1">Defining professional support by counselor education faculty of color using critical race theory </title> <p>Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color (a) culturally responsive mentoring and (b) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided.</p> <p>Keywords: multicultural counseling; counselor education</p> <hd id="AN0157233818-2">DEFINING PROFESSIONAL SUPPORT BY COUNSELOR EDUCATION FACULTY OF COLOR</hd> <p>Diversifying faculty in higher education has been a subject of debate since the civil rights movement of the 1960s (Taylor et al. 2010). The <emph>Race and Ethnicity Status Report</emph> by Taylor et al. (2020) showed promise in the number of students of color (SOC) in undergraduate and graduate programs in higher education programs between 1996 (29.6% undergraduate; 20.8% graduate) and 2016 (45.2% undergraduate; 32.0% graduate). These numbers indicate a positive trajectory of diversity among SOC in higher education. However, when viewed through the lens of faculty of color (FOC) in higher education, the numbers are discouraging. Where White male faculty represents 40% of full‐time faculty, Black males represented only 3% of the higher education full‐time faculty population. Similar disparity in numbers were reported between Black and White faculty and FOC from other ethnic groups (National Center for Education Statistics, 2020; see Table 1).</p> <p>1 TABLERace and employment status</p> <p> <ephtml> <table><thead><tr valign="bottom"><th>Race/Ethnicity</th><th align="left">Employment Status/Full‐Time Faculty Status (%)</th></tr></thead><tbody><tr><td>White Male</td><td>40</td></tr><tr><td>White Female</td><td>35</td></tr><tr><td>Asian/Pacific Islander Male</td><td>7</td></tr><tr><td>Asian/Pacific Islander Female</td><td>5</td></tr><tr><td>Black Male</td><td>3</td></tr><tr><td>Black Female</td><td>3</td></tr><tr><td>Hispanic Male</td><td>3</td></tr><tr><td>Hispanic Female</td><td>3</td></tr><tr><td>American Indian/Multiracial Male</td><td>1</td></tr><tr><td>American Indian/Multiracial Female</td><td>1</td></tr></tbody></table> </ephtml> </p> <p>1 TABLERace and employment status</p> <p> <ephtml> <table><thead><tr valign="bottom"><th>Race/Ethnicity</th><th align="left">Employment Status/Full Professor</th></tr></thead><tbody><tr><td>White Male</td><td>53</td></tr><tr><td>White Female</td><td>27</td></tr><tr><td>Asian/Pacific Islander Male</td><td>8</td></tr><tr><td>Asian/Pacific Islander Female</td><td>3</td></tr><tr><td>Black Male</td><td>2</td></tr><tr><td>Black Female</td><td>2</td></tr><tr><td>Hispanic Male</td><td>2</td></tr><tr><td>Hispanic Female</td><td>2</td></tr><tr><td>American Indian/Multiracial Male</td><td><1</td></tr><tr><td>American Indian/Multiracial Female</td><td><1</td></tr></tbody></table> </ephtml> </p> <p>Though intentional recruitment of FOC is now common practice among most, if not all United States colleges and universities, retention of FOC is fair, at best. Colby and Fowler (2020) found that ethnic and racial composition of faculty in higher education do not truly mirror the general US population. Colby and Fowler noted that among individuals who self‐identify as Latinx in the US population (17.5%), only 5.2% were full‐time faculty between ages 24 and 64. Similar disparities were reported for Black faculty, Native Americans, and Pacific Islanders. Therefore, while higher education institutions have seen increases in enrollments of SOC during the past two decades, the same is not true for FOC. There seems to be a troubling disconnect between the number of SOC who obtain degrees in higher education and the representation of FOC within these institutions. Therefore, we conducted this study to explore the experiences of counselor educators of color, a subgroup of FOC in higher education, in hopes of understanding their professional needs in higher education.</p> <hd id="AN0157233818-3">Understanding diversity in counselor education</hd> <p>Traditionally, the term diversity, that is, differentiating between people and groups, was applied toward appreciation for human differences (Global Diversity Practice, 2021). However, postmodern counseling approaches have recently embraced multicultural approaches inclusive of understanding and appreciating cultural differences, attitude and values, multicultural competence, as well as cultural literacy (Torres & Tarozzi, 2019). Social justice in turn, highlights social, political, and economic inequities that may encumber the academic, personal/social, and career development of not only individuals, but also families and communities at large (Ratts & Wood, 2011). Given the intimate work that is inherent to counseling, the counseling profession stays at the forefront of this movement—ever‐changing and always adapting. To this point, professionals from the Association for Multicultural Counseling and Development revised the Multicultural Counseling Competencies (Sue et al., 1992) and developed the Multicultural and Social Justice Counseling Competencies (Ratts et al., 2016). The original competencies, though groundbreaking, focused on individuals' attitudes, knowledge, and skills as they related to cultural competencies. Ratts and colleagues (2016) built on the foundational work of Sue et al. (1992) by creating a detailed framework that encapsulated counseling theories, practice, and research in terms of multiculturalism and social justice.</p> <p>Due to the positive trends currently noted in the counseling profession that bolster social justice advocacy, multiculturalism, and diversity, it is vital that counselor education programs pay close attention to the professional experiences of their faculty. It is equally vital that these infrastructures make concerted efforts to promote professional success. For instance, researchers have explored mentoring as a possible avenue for professional support for FOC (Harris & Lee, 2019; Hsieh & Nguyen, 2020). Hsieh and Nguyen determined that shared identities were important to the mentor/mentee relationship. They further suggested that "power can come from mentoring relationships with those that share even some understanding of one's social position, cultural values, and frameworks" (Hsieh & Nguyen, 2020, p. 175). It is through the mutual opportunities to unpack their identities and intersectionality that FOC can benefit from mentoring relationships. Harris and Lee (2019) understood the importance of recognizing marginalization in mentoring relationships and promoted an advocate‐mentor model, particularly in instances where same‐race mentoring is not possible. Harris and Lee mentioned the premise of the advocate‐mentor model as one where the advocate champions on behalf of faculty with less power and works to establish a place at the table for the less powerful within the academic space. Thomas et al. (2015) pointed out the merits of group peer mentoring, particularly as a strategy to retain women faculty. Thomas and colleagues determined that informal group peer mentoring linked with some formal, structured group peer mentoring sessions were most beneficial to the success of women faculty.</p> <p>More closely related, counselor educators have conducted research on procedures to support diverse groups within the profession. For instance, Brown and Grothaus (2019) explored mentoring relationships between Black doctoral students and White counselor educators and found cross‐racial mentoring to be a significant factor in students' successes. Zeligman et al. (2015) considered the journey of female doctoral SOC and noted mentoring as a key factor in mitigating negative racial experiences. Hipolito‐Delgado et al. (2017) also examined the experiences of counselor education SOC and concluded that proactive mentoring and advising, commitment to diversity, and developing networks and support were among valued strategies for decreasing marginalization and increasing student success. These studies all yielded promising outcomes for recruiting and retaining SOC in counselor education programs. However, a more intentional investigation of the counselor education literature resulted in a dearth of information on strategies to support FOC in higher education. Therefore, despite good intentions and practices to ensure that counselor education programs recruit and retain SOC, it seems that a troublesome disconnect remains once these students become faculty. This noted disconnect warrants further exploration into the experiences of Counselor Educators of Color (CEOC) to promote recruitment and retention amongst this marginalized group.</p> <hd id="AN0157233818-4">Critical race theory</hd> <p>The premise of this study was built on critical race theory (CRT) as this model challenges exploration of race, racism, and power within systems. The origins of CRT began in the early 1970s as a response to rollbacks regarding some of the advances that were made during the civil rights movement of the 1960s (Delgado & Stefancic, 2001). Today, CRT addresses a wider spectrum of race, racism, and power from an historically and political context as it relates to the white dominant culture within varying institutions. CRT expands its reach across systems such as government, higher education, health, and criminal justice. Furthermore, CRT as a framework (a) illuminates intersectionality; that is, the understanding that race intersects with other identities to either oppress or empower; (b) emphasizes the importance of counter‐storytelling and lends voice, centrism, and agency to those who are marginalized; and (c) creates safe spaces or counter‐spaces (i.e., mentoring relationships) to address issues of microaggressions, isolation, and a myriad of other negative experiences in the workplace. In examining the damage perpetuated my microaggressions, Pérez Huber et al. (2015) postulated that when viewed through the CRT lens, microaggressions expose everyday institutional and systemic racism that continues to affect people of color in the workplace and daily engagements. In fact, CRT magnifies "formal and informal mechanism, such as policies and processes that systemically subordinate, marginalize, and exclude non‐dominant groups" (Pérez Huber et al, 2015, p. 303). CRT exposes racial discrimination that is intertwined within structural systems such as housing, employment, health care, criminal justice, and education (Bailey et al., 2017).</p> <p>Capper (2015) found that many researchers applied CRT in diverse fields of education over the past two decades. Matsuda and colleagues (1993) identified several elements that are specific to CRT that include the following: (a) recognition that racism is a part of American life; (b) skepticisms about dominant claims of neutrality, color‐blindness, and meritocracy for all in career advancement in higher education; (c) acknowledgment of historical effects on current institutional priorities in higher education; and (d) the importance of race in decision making that affects career advancement in higher education. With these assertions in mind, the present study focused on developing a better understanding of the experiences of FOC.</p> <hd id="AN0157233818-5">METHOD</hd> <p>The study was driven by two research questions: (a) Do you believe that faculty of color face unique challenges? and, (b) What does professional support mean to you? We utilized phenomenology to address these two research questions. As a constructivist approach, phenomenology acknowledges the existence of multiple realities and allows for an understanding of the lived experiences of participants through their own voices (Hays & Wood, 2011).</p> <hd id="AN0157233818-6">Participants</hd> <p>Approval for this study was obtained from the lead author's Institutional Review Board. A demographic questionnaire and interview questions were used to gather data. The demographic questions elicited background information such as race/ethnicity, years of experience as a counselor educator, and current tenure status. Interviews were conducted individually and ranged from 45 to 55 min; dialogue was recorded via audio Skyping. Purposive recruitment efforts included electronic emails to direct contacts, social networking at counseling conferences, and referrals of potential participants made by other faculty (snowball sampling). For qualitative research such as the present study, sample size recommendations range from 6 to 12 participants (Creswell & Poth, 2017). Of 15 individuals who indicated interest in the study, after an initial consultation with the primary researcher, 10 who met the criteria were invited to participate (<emph>N</emph> = 10). Racial/ethnic breakdown included three Black (<emph>n</emph> = 3), three Asian Americans (<emph>n</emph> = 3), three Latinx (<emph>n</emph> = 3), and one multiracial person (<emph>n</emph> = 1). Of these 10 contributors, three were male and seven female; five were pretenure and five tenured faculty. Length of time in the counseling professoriate ranged from 2 to 16 years (<emph>M</emph> = 7.3 years). All 10 participants had been employed at Predominantly White Institutions (PWI) from various institutions across the United States at the time of the interviews.</p> <hd id="AN0157233818-7">Data analysis</hd> <p>The first author conducted the semistructured interviews via Skype with all participants. Each interview was audio recorded and transcribed verbatim using an external transcription company. All three authors reviewed the transcripts for familiarization. Interviews consisted of three key questions related to the perceptions of professional support and professional experiences of FOC: (a) <emph>In an effort to maintain personal and professional wellness, how important is professional support to you?</emph> (b) <emph>What does professional support mean to you?</emph>; and (c) <emph>Do you believe that minority faculty face unique challenges?</emph> Clarifying questions were asked for accuracy and understanding, such as, <emph>Do you believe minority faculty require additional support from their mainstream counterparts?</emph> and <emph>What role do you believe race plays in determining your feelings about being supported?</emph></p> <p>Inquiries were developed through the lens of the research questions and a review of the literature on experiences of FOC in higher education, resulting in the development of the noted interview questions. The authors chose to use a seven‐phase process based on Marshall and Rossman's (2015) qualitative analytic procedures. <emph>Organization of the data</emph>—the first author edited interviews to exclude identifying information about the participants. Further, the first author gave transcripts an identifier in order to maintain anonymity of participants. <emph>Immersion in the data</emph>—the first author sent transcripts to the other members on the research team so that they too were familiar with the data. <emph>Generating categories and themes</emph>—the research team highlighted and identified recurring words in quotes, and then classified them according to themes and patterns. The researchers then discussed the data to glean areas of agreement, as well as areas of disagreement, finally reaching consensus for each research question. The discussions between researchers during this period included rationalization for added quotes as each researcher became more familiar with the data. The researchers reached consensus on the categorization of quotes for each research question. <emph>Coding the data</emph>—coding schemes were applied to the previously identified categories. The research team met on several occasions to discuss the codes as they related to each research question. At least twice during this stage, it was necessary to review the initial interviews as new understanding of the data emerged.</p> <p> <emph>Offering interpretation</emph> through analytic memos allowed the researchers to view the data through a more creative lens. The data was transformed from words, quotes, and codes, to meaning making of the experiences of the study participants. The first author maintained memos as the data was analyzed and meaning was unfolded. This phase also involved interpretation of themes from the identified codes. According to Marshall and Rossman (2015), during this phase the story told by individuals begins to make sense as a direct thread is woven from the interviews to the meaning behind it all. The researchers at this phase also diagramed the emerging themes as they relate back to the research questions.</p> <p> <emph>Searching for alternative understanding</emph> involved reviewing the data for alternate explanations of codes and themes, exploring potential discrepancies, and developing a stronger understanding for the data as it relates to each research question. In this study, the research team debated plausible reasons for findings as well as examined the placement of various codes and themes. <emph>Writing the report</emph> involved using diagrams ranging from initial quotes to resulting themes. This phase also included using notes and memos recorded by the researchers as well as the original transcripts.</p> <hd id="AN0157233818-8">Developing trustworthiness and researchers</hd> <p>In order to maximize trustworthiness and reduce bias, we utilized member checking, triangulation of the data source, and thick descriptions (Hays & Wood, 2011). According to Lincoln and Guba (1985), trustworthiness is a critical element of qualitative research that ensures that research findings accurately reflect the data and by extension, the phenomenological experiences of the participants. Member checking involves allowing participants to review the transcribed data for accuracy. As such, the first author forwarded transcripts to participants for clarification and accuracy of the data. No changes in data were noted by participants. Triangulation was completed both through member checking and continuous review of the data and analysis process by all three researchers. To strengthen the research design, triangulation also included review of the data by a researcher unrelated to this study who is considered an expert in the field of qualitative analysis. This individual was able to review transcripts (confirmability), methodology, data analysis, and the findings (credibility). Feedback received from the external qualitative expert aligned with the results of the study.</p> <p>The research team included three faculty members; two identified as Black female, and the third, as East Indian male. All three were active counselor educators with at least 5 years of research experience. All three had been employed at PWI's at the time of the study. Considering our experience and positionality, bracketing was necessary throughout the research process. We maintained open communication with each other and addressed personal experiences, values, biases, and assumptions that could potentially influence our approach to the research process and anticipated outcomes.</p> <hd id="AN0157233818-9">FINDINGS</hd> <p></p> <hd id="AN0157233818-10">Research question one: Do you believe that minority faculty face unique challenges?</hd> <p>Upon completion of qualitative analysis, two main themes emerged that described the challenges faced by CEOC: (a) psychological distress and (b) lack of administrative support.</p> <p> <emph>Psychological distress</emph>: Psychological distress (<emph>feelings of frustration, anxiety‐provoking situations, and aloneness</emph>) is described as an unfriendly state of mind or reaction impacting one's level of functioning. Nadine, a tenured faculty reflected, "...Being a faculty of color is exhausting." Two pretenured faculty (Evan and Wendy) shared, "I was stressed" and "I felt marginalized and victimized." In describing a situation that was anxiety‐provoking, Ashley, a pretenured faculty noted, "I was asked to smile more." These frustrating experiences highlighted the lack of culturally sensitive support that these professionals encountered on a regular basis.</p> <p>The CEOC noted that their unfavorable experiences extended beyond those with colleagues but also included students. As Denise, a pretenure faculty stated, "I think sometimes White students take liberties with [minority] faculty members. And sometimes I think the students of color expect faculty members to make allowances for them because we're both of the same race."</p> <p>It appears that the experiences of these CEOC were partly grounded in adversarial encounters with faculty, as well as students of color and White students. In fact, Lillian, pretenured faculty described defeatist experiences with students and colleagues that left her feeling isolated and dejected:</p> <p>I can speak English comfortably, but at the same time, when I feel so tired or sometimes, what I process in my brain doesn't come out very well verbally. And then there is a kind of low tolerance among some students. Then, I receive bad evaluations like saying that I don't understand what she's saying or she's not clear about that. I've tried to kind of accommodate those things and try different strategies, but I still get that. So, I don't understand – and when I invite other faculty members to come to my class and evaluate me and then receive feedback from them, I didn't get that support.</p> <p>Experiences like those mentioned above, may often result in bleak outcomes for CEOC. Emotional arousal such as frustration ("no emotional support [from colleagues, particularly White colleagues]"), anxiety and isolation ("It was all about aloneness for me"), presents a threat to the already concerning issue of retention of FOC ("I'm just not happy. I sometimes feel like I want to quit.").</p> <p> <emph>Lack of administrative support</emph>: The second theme referred to deficiencies in administrative support. For instance, as noted by Derek, "I don't think we're given as much support. If we were getting the same level of support, I think that would be great but we're lacking support." Diana, a tenured faculty exclaimed, "there was lack of support for faculty of color. I felt like I was just hired to represent my race." Although the participants indicated that FOC may not need <emph>more</emph> administrative support than their White counterparts, the need for <emph>different types</emph> of support was echoed in order to level the playing field in the profession. The participant responses illuminate deep‐rooted psychological distress that some may face due to engagement or lack thereof with colleagues, administrators, and students.</p> <hd id="AN0157233818-11">Research question two: What does professional support mean to you?</hd> <p>In response to research question two, two major themes emerged from the data: (a) culturally responsive mentoring, and (b) purposeful administrative engagement.</p> <p> <emph>Culturally responsive mentoring</emph>: Culturally responsive mentoring, for the purposes of this study, has been operationalized by the CEOC interviewed as receiving of <emph>professional and emotional support from culturally and racially relatable faculty</emph>. That is, to all participants, culturally responsive mentors (a) possess unique traits and can provide necessary and relatable support. Traits such as consistency, proactivity, availability, and reliability were mentioned by all participants. Race was another important mentor qualifier cited by several of the participants. According to Wendy, "I think race is important... It just so happens that all the people that mentored me are African Americans. But for me it's not just that we share the same race but that we have a shared worldview or shared ideology."</p> <p>Emotional support was a strong factor in relation to the connectivity to culturally responsive mentors. Diana, showed intense emotion as she spoke:</p> <p>I'd love a woman of color who was a counselor educator to be my mentor. Who helps me understand the culture of the university. Who helps me regarding understanding the resources and the logistics and also is a person that I can go to regarding any kind of discrimination issues. So, I would love someone that I could confide in. Who I could say, "Am I going crazy or is this normal here at this institution? Is this typical?"</p> <p>This sentiment was voiced by Nadine when she expressed the following, "I need to be able to trust the person. I can't do that with anyone and not everyone can understand where I am coming from. Sometimes I just need someone where I can keep it real." When prompted to expound upon identified needs, three pretenured CEOC were very specific when they shared, "I need someone who can tell me from the perspective of a Person of Color (Lillian)," "Someone who can explain what it means to be a Black professor (Evan)," and "Sometimes I need to go find a FOC who look and sound like me, who understands me (Ashley)." With these direct responses, the CEOC clarified their need for support from faculty who can support their psychological and professional needs. In a very tangible way, they sought individuals who could discuss distressing situations they experienced in a safe and culturally relatable manner.</p> <p> <emph>Purposeful administrative engagement</emph>: The second theme that emerged was purposeful administrative engagement. Administrative engagement represented the need for more systemic support and resources from administration in order to successfully navigate the tenure and promotion process. Two prominent subthemes that emerged were (a) resources toward tenure and promotion, and (b) guidelines for professional success.</p> <p> <emph>Resources toward tenure and promotion</emph>: Participants spoke to the need for conducive work environments and described them as settings where an abundance of supportive resources, utilized to bolster professional success, were equitably available to all faculty. For example, Sully, a junior faculty explained, "professional support to me is like professional development support. It's like providing resources for conferences and other research opportunities." Jay, a tenured faculty reported:</p> <p>It can also mean scholarship support; it means providing tools and resources so that the faculty can have an opportunity and can do that scholarship development. Or there would be different technological programs like ATLAS.ti for conducting qualitative research; time away from the office to do research and research projects or things like that.</p> <p>Other voices echoed the need for more research time, professional workshops on teaching pedagogy, and adequate workspace. Also detrimental was the need for clearer or less ambiguous tenure/promotion guidelines.</p> <p> <emph>Guidelines for professional success</emph>: Tenure and promotion may pose a stressful time in the lives of faculty, especially FOC. Within this study, participants expressed often being faced with inadequate tenure and promotion guidelines that led to a lack of clarity on how to successfully navigate this process. Itemization of institutional guidelines and expectations for tenure, as well as illustrations on how to develop a thematic research agenda were germane to FOCs finding success within academia. For example, Ashley explained, "it was hard for me because my research was not accepted." This pretenured faculty expressed frustration when their research was considered inappropriate to those in a position to evaluate their professional portfolio for tenure and promotion; yet little support or guidelines were given otherwise.</p> <p>CEOC interviewees also expressed concern for their service involvement. They especially took issue with unsolicited, racially motivated engagements ("as a pretenured faculty, being inundated with governance activities, particularly those committees where you are the racial representative"). The CEOC were clear that administrative mandates often pulled them in directions driven by their racial identity and less so on the merits of their work. Even under such conditions, the CEOC understood the need to be collaborative employees and engage in activities deemed necessary by administration.</p> <hd id="AN0157233818-12">DISCUSSION</hd> <p>FOC at various levels within the professoriate face challenges that often interfere with professional accomplishments. Anxiety, frustration, lack of belonging, and isolation were emotions experienced by the CEOC interviewed, some to the extent of questioning their longevity within the profession. Participant perceptions of professional support were explored in hopes of determining what motivates FOC to persevere despite their professional struggles. Through qualitative methods, it may be surmised that CEOC appreciates culturally responsive mentoring and purposeful support toward tenure and promotion.</p> <p>Mentoring has been mentioned in the literature as a meaningful practice for retaining diverse faculty (Hsieh et al. 2020; Shillingford, et al., 2013). Furthermore, Thomas and colleagues (2015) examined peer mentorship and noted the vital importance of this activity for Black women faculty. What was missing however, was an emphasis on providing culturally responsive mentoring. While almost anyone can provide mentoring based on their own experiences, culturally relatable mentoring addresses an emotional component that may be missed or dismissed if mentor is not culturally attuned or otherwise, "woke."</p> <p>Harris and Lee (2019) speculated on the potential awkwardness that sometimes arise in conversation around race and culture. The reality is that when institutions function from a white centered, westernized system, interactions may be marred by color‐blindness, microaggressions, and white‐centric communications (Simpson, 2008). Therefore, although White mentors may mean well, the discourse is often exacerbating for FOC. Additionally, when the lack of administrative support and confusion about professional expectations are echoed by all participants, it becomes apparent that the system was not set up to support the success of these racially different individuals.</p> <p>CRT when used to address race, racism, and white dominant practices within various spaces, can be a powerful means to highlight the voices of the marginalized (Bailey et al., 2017). Using the lens of CRT, it is important to situate the intersections of the participants varied identities, particularly race/ethnicity and gender, on their experiences. From a top‐down approach, administrators control the financial and power capital needed to address all faculty related issues, regardless of intersectionality. In reviewing the results of this study through CRT, the concept of institutional racism seems apparent.</p> <p>Institutional racism outlines distinctions in access to resources, goods, services, and opportunities based on race. Therein lies a plausible rationale for the psychological distress that CEOC disclosed in not having their professional needs met adequately. As explained by Hays and Shillingford (2018), racism produces cognitive, affective, interpersonal, and physical costs to people of color. It stands to reason why CEOC bemoaned feelings of frustration, anxiety, and even aloneness when talking about these interactions with colleagues, students, and even administrators. It further stands to reason why FOC find it safer to leave academia rather than withstand the costs of racism in higher education. As such, critical race theory presents a transformative movement for CEOC. It exposes injustices and marginalization and opens the path for systemic shifts between race and racism, highlights social justice, and challenges color‐blindness, mediocrity, and neutrality. The following section provides culturally relevant implications to promote the success of CEOC in higher education using CRT as the roadmap.</p> <hd id="AN0157233818-13">Implications</hd> <p>Thus far, this study has presented compelling data pointing to two very salient themes defining professional support for CEOC. The participants clearly articulated that administrators must intentionally advocate for culturally responsive mentoring and purposeful administrative engagement. They further submitted that doing so would mitigate unique challenges that they have experienced.</p> <p>Often, CEOC are provided with basic instructions on how to navigate the higher education system. Many are first generation faculty members who may not possess the tools or tricks of the trade necessary for navigating the halls of academia. That said, formal guidelines on "how to" be successful scholars are limited in scope. The following implications are noted for counselor educators, counselor education administrator, and other administrators critical in the development and professional growth of FOC.</p> <hd id="AN0157233818-14">Implications for counselor educators and administrators</hd> <p>We highlight three principles of CRT through three brief case illustrations that reflect the experiences of some of the participants.</p> <hd id="AN0157233818-15">Recognition that racism is a part of American life</hd> <p>Dr. Deja Brown is originally from Ethiopia. She is in her second year as an assistant professor. She is currently teaching the Addictions Counseling course and a group of students have asked to meet with her. The day after Dr. Brown met with the students for over 1 h, she receives an email from her colleague, Dr. Toller, who reports that a student has come to her with a complaint. The student is dissatisfied with Dr. Brown's response to her inquiry the day before and sought out Dr. Toller for confirmation. Dr. Toller's action may either help or hurt Dr. Brown's credibility as an instructor.</p> <p> <emph>Racially biased approach</emph>: Dr. Toller meets with the student and suggests that Dr. Brown may be mistaken because of her cultural background. Dr. Toller goes as far as to express his concerns to Dr. Brown, suggesting that she works on being nicer to the students...maybe smiling a bit more.</p> <p> <emph>CRT approach</emph>: Dr. Toller thinks about what the student has shared and then reflects on his initial reaction. He realizes that his reaction is oppressive toward Dr. Brown. He spends some time addressing and assessing his own bias. He contacts the student and suggests that she meet with Dr. Brown to discuss her concerns. He also contacts Dr. Brown and meets with her to learn more about her experiences as a junior faculty and to communicate his desire to support her based on her professional needs.</p> <p>In order to address issues of race and racism that have promoted further marginalization of FOC, counselor education programs and their administrators should first evaluate their own attitudes, beliefs, and values with respect to race. It is vitally important that individuals ask themselves the following questions: (a) what do I think about race and racism in my workplace? (b) how have my beliefs contributed to racism and marginalization of my colleagues? (c) how might my values be contributing to the negative experiences of my colleagues? and, (d) how might my attitudes, beliefs, and values contribute to unsafe feelings of my colleagues? As in the case of Drs. Brown and Toller, counselor educators should answer these questions as personal reflections with the realization that each probes the status of privilege or marginalization within the relationship. Depending on the revelation, they may ultimately find that they serve as an advocate or oppressor. The forementioned positions have the power to impact the professional experiences of CEOC, particularly in formal mentoring relationships.</p> <p>The aim of traditional mentorship in higher education focuses on the development of specific skill sets that benefit bids for tenure. If mentorship is forced and lacks intentionality, then critical aspects which result in faculty retention may suffer. For instance, at the core of any healthy relationship, inclusive of mentorship, lies the ability to communicate with transparency and trust (Broughton et al., 2019); however, if the system is created so that CEOC experience marginalization, as described by some the participants in this study, then early psychological distress will be maintained, and the onus to find a mentor with whom to connect will fall on the mentee. Though it is important for CEOC to take time in determining their needs and seek appropriate support, it is just as important, if not more so, that institutions of higher education communicate clear expectations to novice CEOC, particularly as it pertains to mentorship.</p> <hd id="AN0157233818-16">Skepticisms about dominant claims of neutrality, color‐blindness, and meritocracy for all in...</hd> <p>Dr. Debra Jenkins has been a professor for over 15 years at her institution. She was asked recently to mentor two new assistant professors in her department. Dr. Jenkins identifies as a White cisgender female, one of her mentee's identifies as Black and the other White. Dr. Jenkins has been mentoring junior faculty for years now and feels confident that she is able to support these two colleagues. Both mentees are anxious about their research and seeks guidance about their research trajectory.</p> <p> <emph>Racially biased approach</emph>: Dr. Jenkins tells both mentees to continue to research and write strategically in areas deemed acceptable within the academy.</p> <p> <emph>CRT approach</emph>: Dr. Jenkins earnestly communicates with each scribe and with cultural humility and responsiveness reflects upon their worldviews and mentors each based upon their individual needs. She realizes that each colleague will require her to assess them independently of each other as to ascertain the best course of action. Dr. Jenkins realizes that meeting each mentee where they were provides them with sage advice. Working in this manner she can build and improve upon their weakness and empower their strengths.</p> <p>Counselor educators should examine behaviors within the department; more specifically, colleagues' behaviors toward each other, students' behaviors toward each other, and faculty and students' behaviors toward each other. How might these behaviors contribute to the further marginalization of CEOC? How can faculty address negative behaviors observed during instruction and supervision? How can colleagues address observed exclusionary behaviors of students and/or colleagues of color? How can administrators and mentors mitigate racially damaging behaviors within programs and departments. Counselor education programs should strive to promote a sense of acceptance among all involved. Ideologies such as color‐blindness and neutrality should be challenged within courses, textbooks, assignments, supervision practices, research expectations, tenure and promotion guidelines, and mentoring relationships. Challenging may be accomplished through curriculum mapping to determine where marginalization is occurring in instruction. For example, are the textbooks utilized within the curriculum promoting marginalization and prejudice? Counselor education programs should also challenge the tenure expectations. As a collective body, these colleagues may serve as advocates against policies that impact colleagues of color negatively. Finally, in addressing the impact of colorblindness, neutrality, and meritocracy, mentors may serve as agents of change; utilizing their power and positions to speak up on behalf of their colleagues who either do not have a voice at the table or are uncomfortable doing so. Mentors may certainly model for other colleagues what it means to be racially sensitive.</p> <hd id="AN0157233818-17">ACKNOWLEDGMENT OF HISTORICAL EFFECTS OF RACISM ON CURRENT INSTITUTIONAL PRIORITIES IN HIGHER...</hd> <p>Dr. Ken Stanley, a Black male, is preparing for tenure and promotion (T&P). He remembers a pretenure meeting with his department chair where he and his colleagues were informed about the institutions policies and expectations for T&P. He feels confident that he is on the right track. However, when Dr. Stanley receives his third year review, he finds out that although he has a few publications, the department chairs assessment is that he has lots of service and not enough research/publications. Dr. Stanley feels torn as he has always been a team player and felt obligated to participate when the program and department requested faculty representation on various committees and projects. In fact, he was recently asked by the Dean to serve on a search committee. Dr. Stanley has requested a meeting with his department chair.</p> <p> <emph>Racially biased approach</emph>: During the meeting, the department chair boldly states that Dr. Stanley's contributions to the department are essential especially given that his visibility helps promote campus‐wide diversity.</p> <p> <emph>CRT approach</emph>: The department chair meets with Dr. Stanley, and they review his CV together. The chair then suggests that Dr. Stanley meets with a mentor to review his accomplishments to date and develop a plan that would improve his chances for a successful tenure. Dr. Stanley's mentor provides a safe space where he felt comfortable talking openly about his frustrations with the tenure and promotion process. The mentor then helps Dr. Stanley develop strategy to map out his long‐term goals. The mentor also sends a report to the department chair expressing concerns over inequitable practices that overburden certain faculty with service.</p> <p>To fully understand the historical context of race and racism in higher education, it is important to recognize policies and practices that impact FOC. Diversity hires and racial representation on committees significantly affect CEOC. These practices overcommit CEOC and rob them of time and energy. These faculty often feel highly visible and at the same time invisible mainly due to only being seen for their race and ethnicity and perpetually increasing racially biased practices that serve to sustain the dominant culture. Stated differently, having a FOC on various committees, solidifies the position of the department or institution as one that maintains the status quo of dominance, while doing very little to promote the professional growth of that individual.</p> <p>Counselor education mentors may serve a vital role in confronting practices that hurt CEOC both personally and professionally. Culturally responsive mentors may serve as conduits for systemic change. These mentors have opportunity to promote counter spaces through peer‐to‐peer mentoring, advocate‐mentor relationships, and mentoring that is identity‐driven. Mentoring should address not only the organizational infrastructure but also practices related to research and teaching. Important questions include: What research practices are currently noted in the department that impacts CEOC? What curricula practices serve as racial‐driven barriers for CEOC? A thorough examination of programmatic, departmental, and institutional practices should be championed by tenured mentors who are aware of racial prejudice, maintain a high level of social consciousness, and are willing to serve as social justice allies (Edmondson et al., 2019). In other words, mentors who are culturally "woke" and capable of advocating for positive systemic changes without negative repercussions.</p> <p>Culturally responsive mentorship, a prominent theme in this study, is critical for the successful promotion and tenure of CEOC. To this regard, the role of administration is vital. Too often new faculty are assigned a mentor at their institution without thought of compatibility or providing a foundation for significant achievements. Administrators are encouraged to cultivate relationships amongst a myriad of faculty with varying disciplines from across an institution so that the matching process may take a natural course rather than feel forced and inauthentic. For instance, untenured CEOC should be included in the mentee‐mentor coordinating process to secure culturally responsive mentors with whom the CEOC strongly identifies with or finds relatable (Connelly, 2011). It would behoove counselor educator administrators to provide an inclusive list of professional colleagues, who reside beyond the department or college. These mentoring relationships may be fostered through doctoral programs, formal mentoring programs developed by administrators, counseling associations, and members of the community outside of academia. When these practices are championed, the CEOC may feel a sense of inclusion and acceptance within the university.</p> <p>While this research was focused on the experiences of CEOC, the findings point to a need for also addressing counselor education programs where PhD SOC prepare to become faculty. Counselor educators have a duty to prepare students for conducting research, teaching instruction, and service to the profession (Council for Accreditation of Counseling and Related Educational Programs, 2016). Counselor education programs may also take on the role of providing supportive mentoring in order to prepare SOC for navigating systemic marginalization that continues to permeate higher education. Williams et al. (2018) suggested doctoral socialization to prepare SOC for faculty life. Doctoral socialization involves learning the values and behavioral expectations of the system they wish to enter. To do so requires faculty to build positive, trusting relationships with students. These relationships may foster delivery of clear expectations and constructive and timely feedback which will help SOC build on their professional competence as well as learn how to navigate more beneficial professional relationships. Williams and colleagues also implied that faculty should encourage students to seek help or consultation. SOC who have negative life experiences with racism and marginalization may be hesitant to pursue faculty for support. Faculty may be instrumental in bolstering the confidence of these students by sharing their own stories of marginalization, and by ensuring that structured protocols are in place to foster students' help‐seeking behaviors. Intentional mentoring and advising may be a key factor in modeling for doctoral SOC how to successfully build upon their resilience as they prepare for careers in higher education.</p> <hd id="AN0157233818-18">Limitations/future direction</hd> <p>Although small, participants provided diversity related to race and culture and a wealth of information related to professional support. Collectively, the participants provided a strong representation of diversity within higher education. However, a more diverse pool of participants, for example, ethnicity and gender, could offer rich and purposeful knowledge of the experiences of individuals based on their varying identities. The study was also limited in that sexual orientation of participants was not factored. Sexual orientation may have added a different layer of marginalization for exploration. Additionally, all participants reported being at PWIs. Inclusion of the experiences of faculty currently teaching at Historically Black Colleges and Universities would have been important information and should be considered for future studies. The study was also limited in that audio Skype interviews were conducted. Without the ability to physically see each interviewee, the study lacks any nonverbal cues that may have been captured in a live, in‐person interview. Future research may warrant a larger number of participants from a myriad of ethnic groups. Also, future longitudinal studies on professional support for CEOC should be considered.</p> <hd id="AN0157233818-19">CONCLUSION</hd> <p>FOC are underrepresented in all aspects of academia, which would affect, to some degree, one's experience of being connected and feeling supported. However, research suggests that often, the contrasting cultures of FOC and academia manifests into experiences of being unsupported and alone, thus potentially leading to attrition (Cropsey et al., 2008; Shillingford et al., 2013, Thomas et al., 2015). Professional success in turn appears to be interrelated with internal and external factors that impact the experiences of FOC. With acknowledgment of the problem of lack of promotion and retention of FOC in higher education, this qualitative study produced findings and offers vital evidenced‐based practices that professionally supports CEOC. The researchers proposed a systemic approach to addressing these concerns, noting that counselor educators alone cannot mitigate the effects of racism; the influence and power of administrators must be included in the remediation process.</p> <p>Higher education administrators may and should play a significant role in facilitating solutions that address the professional and psychological needs of CEOC. However, based on the results of this study, the reality is that although systemic challenges may lessen over time for some, significant barriers to success may continue to present a bleak view of higher education for novice CEOC. As such, counselor educators and counselor education administrators are called to examine practices and expectations with the institution that may perpetuate systemic racism and further hinder the progression of FOC. CRT presents a framework through which individuals and institutions can begin the process of dismantling practices and behaviors that have historically served as rungs of oppression for faculty of color. CRT further decloaks discriminatory and unfair practices, both overt and covert, and makes plain the role of race in either promoting or hindering the career advancement of CEOC. The results of this study sheds light of hope that through culturally responsive mentoring and intentional administrative support, CEOC may have opportunity towards advancement, thus bolstering their retention.</p> <ref id="AN0157233818-20"> <title> REFERENCES </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Bailey, Z. D., Krieger, N., Agénor, M., Graves, J., Linos, N., & Bassett, M. T. (2017). Structural racism and health inequities in the USA: Evidence and interventions. 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J. B., & Carroll, T. K. (2018). Mentoring, managing, and helping: A critical race analysis of socialization in doctoral education. Journal of College Student Retention: Research, Theory, & Practice, 20 (2), 253 ‐ 278. https://doi.org/fmrk</bibtext> </blist> <blist> <bibtext> Zeligman, M., Prescod, D. J., & Greene, J. H. (2015). Journey toward becoming a counselor education doctoral student: Perspectives of women of color. Journal of Negro Education, 84 (1), 66 ‐ 79. https://doi.org/dmtc</bibtext> </blist> </ref> <aug> <p>By M. Ann Shillingford; Evadne E. Ngazimbi and Samir H. Patel</p> <p>Reported by Author; Author; Author</p> </aug>
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  Data: Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color: (1) culturally responsive mentoring; and (2) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided.
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          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0011-0035
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Counselor Education and Supervision
              Type: main
ResultId 1