Is it just me?: Developing the Professional Identity of Counselor Educators and Supervisors of Color
Conference Strand
Identity Formation
Abstract
It is important for CES of color to feel included, represented and respected within the institutions they serve. It is the duty for these institutions to understand the needs of their faculty of color and how to best develop their professional identities. The purpose of this presentation is to identify areas of improvement and discuss approaches that contribute to the professional identity development of faculty of color.
Evidence
Baggerly, J., Tan, T. X., Pichotta, D., & Warner, A. (2017). Race, ethnicity, and gender of faculty members in APA and CACREP-accredited programs: Changes over five decades. Journal of Multicultural Counseling and Development, 45, 292–303. https://doi.org/10.1002/jmcd.12079
Black, L. L., Suarez, E. C., & Medina, S. (2004). Helping students help themselves: Strategies for successful mentoring relationships. Counselor Education and Supervision, 44, 44–55. https://doi.org/10.1002/j.1556-6978.2004.tb01859.x
Bradley, C., & Holcomb-McCoy, C. (2004). African American counselor educators: Their experiences, challenges, and recommendations. Counselor Education and Supervision, 43(4), 258–273. https://doi.org/10.1002/j.1556-6978.2004.tb01851.x
Cartwright, A. D., Avent-Harris, J. R., Munsey, R. B., & Lloyd-Hazlett, J. (2018). Interview experiences and diversity concerns of counselor education faculty from underrepresented groups. Counselor Education and Supervision, 57, 132–146. https://doi.org/10.1002/ceas.12098
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches ( 4th ed.). Sage.
Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518–540. https://doi.org/10.1177/0013161X04267118
Espino, M. M., & Zambrana, R. E. (2019). “How do you advance here? How do you survive?” An exploration of under-represented minority faculty perceptions of mentoring modalities. The Review of Higher Education, 42(2), 457–484. https://doi.org/10.1353/rhe.2019.0003
Lloyd-Jones, B. (2014). African-American women in the professoriate: Addressing social exclusion and scholarly marginalization through mentoring. Mentoring & Tutoring: Partnership in Learning, 22(4), 269–283. https://doi.org/10.1080/13611267.2014.945737
Oller, M.L., Lindo, N. and Li, D. (2021), Faculty of Color's Mentorship Experiences in Counselor Education. Counselor Education and Supervision, 60: 112-128. https://doi.org/10.1002/ceas.12193
Yvette Lester, Delila Owens & Eman Tadros (2021) The Experiences of Black Female Faculty in Counselor Education, Journal of Professional Counseling: Practice, Theory & Research, 48:2, 76-90, DOI: 10.1080/15566382.2021.1948769
Borders, L.D., Gonzalez, L.M., Umstead, L.K. and Wester, K.L. (2019), New Counselor Educators’ Scholarly Productivity: Supportive and Discouraging Environments. Counselor Education and Supervision, 58: 293-308. https://doi.org/10.1002/ceas.12158
Format
Individual Presentations
Biographical Sketch
Kimberly A. Nelson, PhD, CSC, LPC, GCDF is an Associate Professor at Liberty Universities Department of Counselor Education and Family Studies School Counselor Program. She has served as a counselor educator for 6 years in face to face, hybrid, and online universities. She is a certified Professional School Counselor and holds a Georgia state license in Professional Counseling. Her research interests are in understanding the professional identify development of school counselors and counselor educators, online education development as well as using social and restorative justice practices in developing the counseling field.
Location
Room 159
Start Date
3-8-2024 12:35 PM
Recommended Citation
Nelson, KIMBERLY APAGALE, "Is it just me?: Developing the Professional Identity of Counselor Educators and Supervisors of Color" (2024). National Cross-Cultural Counseling and Education Conference for Research, Action, and Change. 27.
https://digitalcommons.georgiasouthern.edu/ccec/2024/2024/27
Is it just me?: Developing the Professional Identity of Counselor Educators and Supervisors of Color
Room 159
It is important for CES of color to feel included, represented and respected within the institutions they serve. It is the duty for these institutions to understand the needs of their faculty of color and how to best develop their professional identities. The purpose of this presentation is to identify areas of improvement and discuss approaches that contribute to the professional identity development of faculty of color.
Description
It is imperative that CES of color receive the mentorship needed to excel in the institutions they serve. However, those who are administrators in PWI’s must understand what approaches work to help these professionals excel and be promoted in the field. Borders et al. (2019) shared research that shows the environment in which faculty of color are employed has a great deal of impact on CES research goals. Oller, Lindo and Li (2021) explain that faculty of color need proper mentorship to eradicate barriers to retention and promotion within institutions. There is a plethora of research that demonstrates the lack of intentionality and support given to faculty of color (Cartwrithgt et al, 2018; Espino & Zambrana, 2019). It is a problem when 84% of full professors in the profession identify as white of which 54% are men. It is also a problem that 78% of full-time faculty working in accredited counselor educator programs in 2016 were identified as white (Cartwright et al, 2018). Research shows that the presence of diverse faculty benefits higher education. When students are exposed to various cultures, their learning experiences are enriched and their understanding of the world shifts (Pascarella et al., 2014; Patitu & Hinton, 2003). Therefore, it is important to look at what contributes to developing the professional identity of CES faculty of color, how this will lead to better advocacy, stronger support at PWI’s and changing the narrative for future faculty of color to excel in a healthy productive environment.
This presentation challenges PWI’s to develop better approaches to help CES Faculty of color in the development and strengthening of their professional identity.
Objective: Participants will 1)unpack the barriers experienced by faculty of color, 2) evaluate the weakness in institutions support and 3) list approaches to developing the professional identity of CES faculty of color.