A Narrative Study of Black Males' Sense of Belonging in Graduate Counseling Programs

Autor/in	Adams, Justin
Titel	A Narrative Study of Black Males' Sense of Belonging in Graduate Counseling Programs
Quelle	(2018), (206 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-4867-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Doctoral Programs; Counselor Training; Experience; Student School Relationship; Student Attitudes; Racial Composition; Whites; Critical Theory; Race; Black Colleges; Student Experience; Racial Bias; Ideology; Teacher Role + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Doktorandenprogramm; Erfahrung; Schüler-Lehrer-Beziehung; Schülerverhalten; White; Weißer; Kritische Theorie; Rasse; Abstammung; Studienerfahrung; Racial discrimination; Rassismus; Ideologie; Lehrerrolle
Abstract	The purpose of this narrative study was to understand the experiences of Black males in doctoral counselor education programs. The study aimed to build a dialogue based on participants' experiences growing up as Black males, and how they experienced sense of belonging in their counselor education programs. This narrative study utilized a purposive and homogenous sampling selection. Black males who were selected to participate in this study attended Predominantly White Institutions and were in the process of earning their doctoral degrees in counselor education. Each male was a full-time student, in either their second, third or fourth year of their program. Narrative Theory, Critical Race Theory, and the Historically Black College and University (HBCU) Educational Models were identified as theoretical frameworks to understand participants' experiences. Participants' narratives were constructed using a Three-Dimensional Space Approach and told in Chronological order structured with a beginning, middle, and end. Black males experienced lower levels of sense of belonging while completing doctoral counselor education degrees at Predominantly White Institutions. Identifying as a Black male played a role in how they perceived sense of belonging at their institution. In addition, findings developed themes that aligned with Narrative Research and Critical Race theory tenants of (a) Centrality to Race & Racism/Externalizing the Problem, (b) Challenges to Dominate Ideology/Counter-Narrative and (c) Experiential Knowledge/Linking. Findings of these tenants included suggestions about how universities can improve sense of belonging among Black males in doctoral counselor education programs. This study has implications for counselor education programs, clinical mental health professions, and future research studies. White faculty members and White counselors should develop a deeper understanding of the racial and cultural needs to become aware of appropriate techniques to create healthy relationships with Black males. Moreover, this study created a more extensive voice of Black males in counselor education to raise awareness for the need for a restructured curriculum and development of mentoring and support programs. Finally, this study allowed more profound understanding of Black males' experiences of sense of belonging in doctoral counselor education programs at Predominantly White Institutions, Counselor Education Programs, and traditional systemic higher education structures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01