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Teaching and Supervision in Counseling

Author ORCID Identifier

Brean'a Parker: https://orcid.org/0000-0002-2325-7031

Author Biographies

Brean’a M. Parker is an assistant professor at North Carolina State University in the counseling and counselor education program. Dr. Parker’s research interests include the cultivating sustainability and embodiments of social justice within counselor education and preparation praxis for the next generation of counseling professionals and educators. Additionally, Dr. Parker is interested in the narratives of interpersonal and relationship violence and healing praxis within multiple-marginalized communities, specifically Black womxn, BIPOC LGBTQ+ populations.

Shawntell Pace is a counseling psychology doctoral student at the University of Georgia. Her research interests focus on the physical and mental health impact that race-related stress and racial trauma have on individuals of African and Pacific Islander descent. Her scholarship examines how cultural knowledge and history can be used as a psychological tool toward liberation to prevent, mitigate, and heal race-related stress and trauma.

Collette Chapman-Hilliard is an associate professor in the Department of Counseling and Human Development Services at the University of Georgia. Her research focuses broadly on Black psychology with an emphasis on the role cultural assets (e.g., Black history knowledge, ethnic identity) have on reducing mental health and educational disparities among African descent populations.

Raven Cokley is an assistant professor in the Department of Counseling at Mercer University. Her research interests include individual and group counseling practices with historically minoritized groups, fostering antiracist counselor identity development in counselor preparation programs, and gatekeeping among early career minoritized faculty.

DOI

https://doi.org/10.7290/tsc06kyfg

Abstract

While Black women are entering academe at increasing rates, they still remain underrepresented in the counselor education academic workforce. Empirical literature suggests that lack of educational infrastructure, challenging sociocultural climates and fewer possibility models within academe are factors for low matriculation of Black women doctoral students into academic positions in counselor education. Utilizing collaborative autoethnography (CAE), we explore teaching mentorship relationships among Black women (N = 4) counseling faculty and doctoral students. We also examine how mentoring relationships shape Black women’s professionalization within academe in a manner that fosters the embodiment and practice of social justice andragogy. CAE narratives revealed teaching mentorships as promoting social justice-based teaching andragogy, cultural praxis of community as liberative and providing a blueprint for transformative praxis among mentees in counselor education training programs. Implications for counselor educators from our findings identify the importance of implementing programmatic infrastructure and culturally- responsive mechanisms to be considered in support of Black women students’ matriculation into academe

Public Significance Statement

This study advances scholarly evidence for the relevance and importance of Black women teaching mentorship relationships to support the professional preparation and development for Black womxn doctoral students interested in becoming counselor education faculty. Additionally, it highlights how African-centered principles and values help to create sustainable mentorship relationships for Black womxn to counter negative messages, buffer the effects of erasure of Black womxn’s experiences, and create a community of possibility and affirmation

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