Surviving & Thriving: Experiences of Black Women Counselor Educators With Racial Battle Fatigue

Conference Strand

Research and Theory

Abstract

In recent decades, there have been major efforts to increase the number of multiculturally diverse counselor educators, however, those entering academic roles often find themselves combating racial issues with little support from their respective universities. This session will explore a qualitative research study that examined the lived experiences of Black women counselor educators in CACREP programs at predominately white institutions (PWIs). This study explored the implications racial battle fatigue had on wellness and persistence within the profession. Recommendations and best practices for intrapersonal self-care and departmental and institutional support will be provided.

Description

The first portion of this session will be a 25-minute presentation of the research study (rationale, methods, findings, and implications). In the second portion of the session (15 minutes), participants will utilize a case study to brainstorm potential interventions that can be implemented in counselor education departments to best support Black women faculty. The last 10 minutes of the presentation will be devoted to a Q&A. This presentation format will allow us to share the results of our study and engage in rich discussion with the participants.

Diversity within Counselor Education faculty has increased over the years. Despite the shift in faculty demographics, Black faculty members still remain underrepresented. In a recent report published by Council for the Accreditation of Counseling and Related Educational Programs (CACREP) black faculty represent 14.5% (black female 10%) and white faculty represent 71.3% of Counselor Educators in CACREP programs (CACREP, 2017).This study examines the lived experiences of black women counselor education faculty members at predominately white institutions (PWIs).

Learning Objectives:

At the conclusion of this session, participants will be able to define racial battle fatigue and identify the importance of supporting multiculturally diverse counselor education faculty members.

At the conclusion of this session, participants will be able to identify major themes related to the lived experiences of Black women counselor educators at predominantly white institutions (PWI).

At the conclusion of this session, participants will be able to identify best practices for supporting multiculturally diverse faculty members at PWIs.

References:

Cartwright, D., Avent-Harris, J., Munsey, R., & Lloyd-Hazlett, J. (2018). Interview experiences and diversity concerns of counselor education faculty from underrepresented groups. Counselor Education and Supervision, 57(2), 132–146. https://doi-org.libproxy.uncg.edu/10.1002/ceas.12098

Chancellor, R. L. (2019). Racial battle fatigue: the unspoken burden of black women faculty in lis. Journal of Education for Library and Information Science, 60(3), 182–189. https://doi-org.libproxy.uncg.edu/10.3138/jelis.2019-0007

Council for the Accreditation of Counseling and Related Educational Programs, CACREP (2017). CACREP Vital Statistics Report. Retrieved from http://www.cacrep.org/wp-content/uploads/2019/05/2017-CACREP-Vital-Statistics-Report.pdf Accessed on February 1, 2023

Harris, J., Trepal, H., Prado, A., & Robinson, J. (2019). Women counselor educator’s experiences of microaggressions. Journal of Counselor Preparation and Supervision, 12(2).https://login.libproxy.uncg.edu/login?url=https://www-proquest-com.libproxy.uncg.edu/scholarly-journals/women-counselor-educators-experiences/docview/2234275261/se-2

Hartlep, D. & Ball, D. (Eds.). (2019). Racial battle fatigue in faculty: perspectives and lessons from higher education (1st ed.). Routledge. https://doi-org.libproxy.uncg.edu/10.4324/9780429054013

Lester, Y., Owens, D. & Tadros, E. (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

Thacker, N., & Minton, C. A. B. (2021). Minoritized professionals' experiences in counselor education: a review of research. Counselor Education and Supervision, 60(1), 35-50.

Evidence

According to the research, counselor educators of color frequently express emotions of alienation, estrangement, and dissatisfaction as a result of ongoing contacts with racial issues (Thacker, et al. 2020). This behavioral, physiological, and psychological strain on racially marginalized groups has been defined as racial battle fatigue and speaks to the amount of energy used on coping and fighting against racism (Smith, 2008). Within society, different structures (i.e. class, sex, race) come together and produce interlocking oppression that shape the experiences of women of color (Crenshaw, 1991). Thus, it is important to conduct research to elevate the voices of Black women as they navigate counselor education spaces. Due to the lack of representation of multiculturally diverse counselor educators serving in faculty positions (CACREP, 2017), it is essential that counselor education programs and their respective institutions are making strides to understand the experiences of Black women, address inequities and ultimately retain faculty members of color. Using an intersectionality framework, researchers examined the lived experiences of Black women counselor education faculty members at predominately white institutions (PWIs).

References:

Council for the Accreditation of Counseling and Related Educational Programs, CACREP (2017). CACREP Vital Statistics Report. Retrieved from http://www.cacrep.org/wp-content/uploads/2019/05/2017-CACREP-Vital-Statistics-Report.pdf Accessed on February 1, 2023

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039

Smith, W. A. (2008). Campus-wide climate: Implications for African American students. In L. Tillman (Ed.), A handbook of African American education (pp. 297–309). Thousand Oaks, CA: Sage Publications.

Thacker, N., & Minton, C. A. B. (2021). Minoritized professionals' experiences in counselor education: A review of research. Counselor Education and Supervision, 60(1), 35-50.

Format

Individual Presentations

Biographical Sketch

Dejanell Mittman is a licensed school counselor in North Carolina and National Board Certified School Counselor. She worked as a professional school counselor in Title I elementary schools for nine years and served on her district's school counseling leadership team. Dejanell has a keen interest in multiculturalism and social justice within counselor education and has studied racial trauma, racial battle fatigue, and race based traumatic stress of Black females in higher education. Dejanell is currently a third year doctoral candidate at North Carolina State University in the Counseling and Counselor Education Program.

Mia Kennedy is a licensed school counselor and licensed clinical mental health counselor associate in North Carolina. She has fifteen years of professional counseling experience. She has served in various roles including, middle school counselor, high school counselor, career development coordinator, college career counselor, and clinical mental health counselor (private practice). Ms. Kennedy brings a wealth of knowledge to this session. Her research interests include: multicultural, social justice & advocacy in counselor training and supervision, integrating anti-racist counseling competencies into counseling field experiences, and examining school counselors’ self-efficacy in career counseling. She has studied racial trauma, racial battle fatigue, and race based traumatic stress of Black women in counselor education. Mia Kennedy is doctoral candidate in the counseling and counselor education program at North Carolina State University.

Whitley is a fourth year doctoral candidate in the Higher Education program at the University of North Carolina Greensboro. She earned her Bachelor’s degree in Elementary Education and Master’s Degree in Clinical Mental Health Counseling at North Carolina Central University. Whitley has been a higher education professional for over five years. She has been a clinical mental health counselor and substance use counselor for over seven years. She identifies as a Black Feminist Researcher and her current research interests include exploring racial trauma within college and universities using critical methodologies. In addition she brings an intersectional framework to the work she does within higher education settings. She has expertise in the areas of mental health, substance misuse, and racial trauma within college communities. In addition she owns a private practice in Durham, NC and is currently providing telehealth therapy.

Harley Locklear is a licensed school counselor and licensed clinical mental health counselor associate in North Carolina. He has worked as a school counselor within a variety of school settings, serving a multiculturally diverse student populations. Currently, he serves as an assistant director in the Center for Multicultural Affairs at Duke University where he works to support the needs of Native American/ Indigenous and Undocumented Students. Harley’s research interests are centered on the advancement of counseling preparation and practices as they pertain to marginalized populations. He is currently a third-year doctoral candidate in the Counseling and Counselor Education program at North Carolina State University.

Rolanda Mitchell, Ph.D., LCMHC-S, NCC, is an Assistant Professor in NC State University’s Counselor Education Program. Dr. Mitchell began her career as a Professional School Counselor, gaining experience at the middle and high school levels in Wake and Charlotte-Mecklenburg public schools. During her tenure as a school counselor, she earned National Board Certified status through NBPTS and National Certified Counselor and School Counselor credentials through NBCC. Dr. Mitchell is currently a licensed clinical mental health counselor and supervisor, with professional experience in school based mental health services, outpatient therapy and in-home therapeutic services. Dr. Mitchell is also an active member of professional organizations such as the American Counseling Association (ACA) and the North Carolina Counseling Association (NCCA). Her research interests include clinical supervision, school counseling and equity/access in mental health services for historically marginalized groups.

Location

Room 161

Start Date

3-8-2024 2:05 PM

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Mar 8th, 2:05 PM

Surviving & Thriving: Experiences of Black Women Counselor Educators With Racial Battle Fatigue

Room 161

In recent decades, there have been major efforts to increase the number of multiculturally diverse counselor educators, however, those entering academic roles often find themselves combating racial issues with little support from their respective universities. This session will explore a qualitative research study that examined the lived experiences of Black women counselor educators in CACREP programs at predominately white institutions (PWIs). This study explored the implications racial battle fatigue had on wellness and persistence within the profession. Recommendations and best practices for intrapersonal self-care and departmental and institutional support will be provided.