Application of the Principles of Anti-Oppression to Address Marginalized Students and Faculty’s Experiences in Counselor Education

Authors

Afroze N. Shaikh, Georgia State UniversityFollow
Sravya Gummaluri, The George Washington UniversityFollow
Jyotsna Dhar, University of Wisconsin-MadisonFollow
Hannah Carter, Georgia State UniversityFollow
Daun Kwag, Georgia State UniversityFollow
Javier E. Ponce, Florida Atlantic UniversityFollow
Erin C. M. Mason, Georgia State UniversityFollow
Harvey C. Peters, George Washington UniversityFollow

Author ORCID Identifier

Afroze N. Shaikh: https://orcid.org/0000-0003-2014-2789

Sravya Gummaluri: https://orcid.org/0009-0005-5447-6084

Jyotsna Dhar: https://orcid.org/0009-0005-1496-1325

Hannah Carter: https://orcid.org/0009-0005-1330-6441

Daun Kwag: https://orcid.org/0000-0002-0493-2505

Javier E. Ponce: https://orcid.org/0009-0009-2995-3079

Erin C. Mason: https://orcid.org/0000-0003-2658-9733

Harvey C. Peters: https://orcid.org/0000-0002-3147-9398

Author Biographies

Afroze N. Shaikh, PhD, NCC, BC-TMH, is an assistant professor in the Department of Educational Psychology at The University of Texas at Austin.

Sravya Gummaluri, MA, LAC (NJ), NCC, is a doctoral candidate at The George Washington University.

Jyotsna Dhar, MA, NCC, is a doctoral student at the University of Wisconsin–Madison.

Hannah Carter, MS, NCC, CRC, is a doctoral student at Georgia State University.

Daun Kwag, PhD, NCC, is an assistant professor at Agnes Scott College.

Javier E. Ponce, MS, LMHC, LMFT, NCC, BC-TMH, is a doctoral candidate at Florida Atlantic University.

Erin C. Mason is an associate professor at Georgia State University.

Harvey C. Peters is an assistant professor at in the Department of Counseling at Montclair State University.

DOI

https://doi.org/10.7290/tsc06laio

Abstract

Despite efforts to decolonize and diversify the counseling profession, individuals with marginalized identities continue to encounter harmful experiences, requiring urgent and intentional action by counselor education programs to respond to these challenges. Recent legislative efforts have had a detrimental impact on marginalized communities, including those who identify on the spectrum of womanhood, immigrants, people of color, lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, asexual, and/or two-spirit (LGBTQIA2S+), emphasizing pre-existing forces of power, privilege, and oppression embedded in academia. In search of a liberatory framework to address these forces, the authors apply Peters and Luke's (2022) Principles of Anti-Oppression to address eight common adverse experiences identified by Thacker and Barrio Minton (2021) that students and faculty with marginalized identities encounter in counselor education.

Public Significance Statement

The existing literature on marginalized individuals’ adverse experiences in counselor education is notably limited, with a notable dearth of counseling literature addressing the deleterious encounters faced by marginalized communities. This article applies the 10 Principles of Anti-Oppression (Peters & Luke, 2022), grounded in anti-oppressive, social justice, and critical theories as a liberatory framework, providing concrete action steps to promote the wellness and centering of marginalized individuals in counselor education.

Recommended Citation

Shaikh, Afroze N.; Gummaluri, Sravya; Dhar, Jyotsna; Carter, Hannah; Kwag, Daun; Ponce, Javier E.; Mason, Erin C. M.; and Peters, Harvey C. (2024) "Application of the Principles of Anti-Oppression to Address Marginalized Students and Faculty’s Experiences in Counselor Education," Teaching and Supervision in Counseling: Vol. 6 : Iss. 3 , Article 8.
https://doi.org/10.7290/tsc06laio
Available at: https://trace.tennessee.edu/tsc/vol6/iss3/8