Am I Enough?: A Mixed-Methods Investigation of the Academic Influences of Black Women in Counselor Education and Supervision Doctoral Programs

Abstract

Despite the high retention rate and challenges of program preparation, counselor education programs are inevitably challenging previous approaches to ensure that students are staying in their programs (Denecke et al., 2017; Evans et al., 2018; Zhou & Okahana, 2016). The purpose of this study is to establish a foundation by identifying the factors that lead to academic achievement among Black women in counselor education and supervision programs. This study used a convergent mixed-methods approach using a One-Way ANOVA and Grounded Theory to identify and examine emotional exhaustion, microaggressions, peer mentorship, and supportive networks as academic influences that affect the retention and matriculation process of Black Women in Counselor Education and Supervision doctoral programs. The theoretical framework used Brooks’ (1994) Critical Race Theory (as used in the educational context) and Collin’s (1989) Black Feminist Theory to understand experiences and outcomes through the lens of Black women. Results, implications, and future research were discussed