Doctoral Dissertations

Date of Award

8-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Counselor Education

Major Professor

Casey Barrio Minton

Committee Members

Jordan Westcott, Melinda Gibbons, Sherdene Simpson

Abstract

This dissertation comprises two manuscripts: a PRISMA review and a Delphi study. Both manuscripts focus on retention strategies for BIPOC faculty. BIPOC faculty in counselor education have historically encountered systemic barriers and negative workplace experiences that adversely affect their retention and overall well-being. As representation of BIPOC faculty continues to grow, the field must move beyond acknowledging disparities and begin implementing intentional, evidence-informed strategies to promote their success. The first manuscript involved a PRISMA-guided systematic review of literature published between 2015 and 2024, using PsycINFO, ERIC, and Scopus databases. Twenty-four articles were selected and thematically analyzed. While the literature documents pervasive challenges faced by BIPOC faculty, including isolation, tokenization, and a lack of support, few empirically tested retention strategies have been identified. Most existing recommendations remain conceptual, with recurring themes emphasizing mentorship, institutional support, and campus climate.

To build on these findings, the second manuscript employed a Delphi method to achieve expert consensus on activities that could enhance the retention of BIPOC faculty in counselor education. A panel of 20 experts, consisting of BIPOC counselor educators who had been promoted at least once and academic leaders who had successfully supported BIPOC faculty, participated in a three-round process. The panel reached consensus on 65 activities, organized into nine key categories: mentorship, community, department culture, administrative support, financial support, professional development, BIPOC wellness, individual perseverance, and DEI policy. These consensus-based strategies move the field beyond theoretical recommendations toward actionable, field-informed practices. Together, these findings provide a critical foundation for counselor education programs seeking to improve the retention and advancement of BIPOC faculty. This research highlights the need for rigorous empirical evaluation of retention strategies and offers a practical framework to inform institutional policy and practice.

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