Ethical Implications: CES Faculty of Color Connection Groups in Predominately White Institutions

Conference Strand

Social Change, Leadership, and Advocacy

Abstract

CES programs are charged with the ethical responsibility of recruiting and retaining a diverse faculty and student body (ACA, 2014; CACREP, 2016). Creating brave spaces and open conversations is important to identify strategies to support faculty of color connections in Predominately White Institutions (PWIs). The purpose of this presentation is to begin that dialogue.

Description

The conference strand for our proposal is social change, leadership, and advocacy. Our target audience is students, counselor educators, and leadership. Our proposal is relevant to the conference themes of ethics, multicultural competencies, advocacy, and social change.

CES programs are charged with the ethical responsibility of recruiting and retaining a diverse faculty and student body (ACA, 2014; CACREP, 2016). Creating brave spaces and open conversations is important to identify strategies to support faculty of color connections in Predominately White Institutions (PWIs). The purpose of this presentation is to begin that dialogue.

Presentation Objectives:

  1. Describe the contributions of faculty of color groups in CES programs

  1. Examine the unanticipated challenges faculty of color groups may encounter in the academy

  1. Analyze how faculty of color groups promote the 2014 ACA Multicultural/Diversity Competence ethical standard in PWIs

  1. Identify strategies for leadership and faculty to support the creation and longevity of faculty of color groups

Practical and Workable Solutions Faculty of Color Groups help maintain and recruit faculty of color in PWIs by creating safe places and building safe places. Faculty of Color groups help support students of color by implementing and advocating for social change initiatives in PWIs. These types of groups adhere to ethical and CACREP standards. Recommendations will be provided to the audience about the presenters' group's creation, mission, and vision.

Evidence

American Counseling Association. (2014). 2014 ACA Code of Ethics. Retrieved from https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

Council for the Accreditation of Educator Preparation. (2022). Retrieved from https://caepnet.org/standards/2022-itp/introduction

American School Counselor Association (2022). ASCA Ethical Standards. . Retrieved from https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Carter-Sowell, A. R., Vaid, J., Stanley, C. A., Petitt, B., & Battle, J. S. (2019). ADVANCE scholar program: Enhancing minoritized scholars’ professional visibility. Equality, Diversity and Inclusion: An International Journal, 38(3), 305-327. https://doi.org/10.1108/EDI-03-2018-0059

Council of the Accreditation of Counseling and Related Educational Programs. (2016). 2016 CACREP Standards. Retrieved from: https://www.cacrep.org/for-programs/2016-cacrep-standards/

Finders, M. J., & Kwame-Ross, T. (2020). "You're just being oversensitive": White talk moves in higher education. Change, 52(5), 25-28. https://doi.org/10.1080/00091383.2020.1807879

Fox Tree, J. E., & Vaid, J. (2022). Why so few, still? Challenges to attracting, advancing, and keeping women faculty of color in academia. Frontiers in Sociology, 6, 1-14. https://doi.org/10.3389/fsoc.2021.792198

Kelly, B., & Winkle-Wagner, R. (2017). Finding a voice in predominantly white institutions: A longitudinal study of black women faculty members' journeys toward tenure. Teachers College Record, 119(6), 1-36. https://doi.org/10.1177/016146811711900604

Mickles-Burns, L. (2023). Voices of Black faculty at predominantly White institutions: Coping strategies and institutional interventions. Journal of Applied Social Science, 1-18. https://doi.org/10.1177/19367244231209272

Settles, I. H., Jones, M. K., Buchanan, N. T., & Brassel, S. T. (2022). Epistemic exclusion of women faculty and faculty of color: Understanding scholar(ly) devaluation as a predictor of turnover intentions. The Journal of Higher Education, 93(1), 31-55. https://doi.org/10.1080/00221546.2021.1914494

Sue, D. W., Rivera, D. P., Watkins, N. L., Kim, R. H., Kim, S., & Williams, C. D. (2011). Racial dialogues: Challenges faculty of color face in the classroom. Cultural Diversity & Ethnic Minority Psychology, 17(3), 331–340. https://doi.org/10.1037/a0024190

Tanner-Anderson, S., & Walker, R. (2023). Recruiting, retaining, and supporting graduate students of color in PWI education and human services programs. Mentoring & Tutoring, 31(2), 271-287. https://doi.org/10.1080/13611267.2023.2179165

Tao, K. W., Owen, J., & Drinane, J. M. (2017). Was that Racist? An experimental study of microaggression ambiguity and emotional reactions for racial–ethnic minority and white individuals. Race and Social Problems, 9(4), 262-271. https://doi.org/10.1007/s12552-017-9210-4

Format

Panel Presentations

Biographical Sketch

April Crable, Ph.D., MBA, LPC, SOTP, specializes in teletherapy, crisis and trauma and counseling, substance abuse, ethics, and sex offender treatment. She has been a distance educator for over ten years. Dr. Crable is currently a professor and owner of CCCDW, LLC. She is also the co-founder of CliniVRSE, a virtual reality technology that develops learners’ expansive command of their clinical skills and decision-making while providing them with invivo feedback. Dr. Crable has worked in mental health for almost two decades, providing services to various populations.

La Vera C. Brown, PhD, NCC, LCMHCS, CIT is an Associate Professor at Liberty University. She received her Ph.D. in Counselor Education and Supervision from North Carolina State University. She is a National Board of Certified Counselors Minority Fellowship Program Fellow (MFP), a National Certified Counselor (NCC), a North Carolina Licensed Clinical Mental Health Counselor Supervisor (LCMHCS), and a certified trauma-informed counselor (CIT). Additionally, throughout her counseling career she served in leadership positions on the state and national levels. Her leadership on the national level included her appointment on the advisory council with the National Board of Certified Counselors for three years before transitioning to chair of the MFP advisory council for doctoral fellows. Dr. Brown is president-elect of the North Carolina Association for Counselor Education and Supervision (NCACES) and co-chair of the Faculty of Color Connections Committee (Fo3C) at Liberty University.

Angela Banks-Johnson, PhD, LCMHC, ACS, NCC is a counselor educator with over 18 years of experience in residential, online, and hybrid universities. Dr. Banks-Johnson has presented on wellness and self-care, supervision, gatekeeping, and implicit biases in counseling. Her research interests include online education, self-care, gatekeeping, multicultural supervision, religion/spirituality in counseling, and role of school counselors.

Dr. LaShonda Fuller, Ph.D. is an Associate Professor at Liberty University in the Counselor Education and Family Studies Department. Dr. Fuller earned a doctorate in Counselor Education and Supervision from Western Michigan University and has both a Master of Education degree in guidance and counseling and a Bachelor of Science degree in journalism from Bowling Green State University. She is a Nationally Certified Licensed Professional Counselor in the states of Michigan and Texas, and a Licensed School Counselor in the State of Michigan. Dr. Fuller has served as a Counselor Educator over 10 years, nine years of clinical practice and two years as a school counselor.

Dr. Brandy K. Richeson, Ph.D., LPC is an Assistant Professor and the Co-Chair of the Faculty of Color Connections Committee (Fo3C) in the Counselor Education and Family Studies department at Liberty University. Before her work in higher education, Dr. Richeson served as a professional school counselor for eleven years in the state of Virginia. She is a Licensed Professional Counselor, a Licensed School Counselor, a National Certified Counselor and an Approved Clinical Supervisor in the state of Virginia. She has served as a board member for the Virginia Association for Counselor Education and Supervision (VACES) for the last several years and is an immediate past member of the Standards Revision Committee for the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

Tanisha Sapp, EdD, LPC, CST, NCC, ACS, CPCS is an Assistant Professor in the Clinical Mental Health Counseling program at Liberty University. She is currently a member of the ACA ethics committee and serves on review panels for CACREP and NBCC. Dr. Sapp has also served on a number of committees and provided various services to the profession and her community. Additionally, Dr. Sapp is the owner of Tanisha Sapp, LLC where she provides professional development training, clinical supervision services, and individual and couples sex therapy

Location

Room 145

Start Date

3-7-2024 2:00 PM

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Mar 7th, 2:00 PM

Ethical Implications: CES Faculty of Color Connection Groups in Predominately White Institutions

Room 145

CES programs are charged with the ethical responsibility of recruiting and retaining a diverse faculty and student body (ACA, 2014; CACREP, 2016). Creating brave spaces and open conversations is important to identify strategies to support faculty of color connections in Predominately White Institutions (PWIs). The purpose of this presentation is to begin that dialogue.