And Still I Rise: Protective Factors for Black Counseling Psychology Doctoral Students from Predominantly White Institutions

In this study, we sought to understand which protective factors Black doctoral students from predominantly White institutions (PWI) utilized to persist in their counseling psychology doctoral programs. Past research has examined the potential obstacles these students encounter and the importance of...

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Bibliographic Details
Published in:Qualitative report 2021-07, Vol.26 (7), p.0_1-2225
Main Authors: Elliott, Jessica, Reynolds, Jason, Lee, Minsun
Format: Article
Language:English
Subjects:
African American Students
Black students
Black white relations
College Students
Counseling
Counseling psychology
Doctoral Programs
Doctoral Students
Educational Environment
Graduate students
Graduate studies
Marginality
Mentors
Minority groups
Predominantly White Institutions
Protective factors
Psychology
Student Experience
Students
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Summary:In this study, we sought to understand which protective factors Black doctoral students from predominantly White institutions (PWI) utilized to persist in their counseling psychology doctoral programs. Past research has examined the potential obstacles these students encounter and the importance of the mentor relationship in the doctoral process. In this study, we sought to explore the factors that motivate Black doctoral students to complete their respective programs, as well as important features in their relationship with their advisor. There were four males and three females with ages ranging from 22 – 41 (M = 27.57 and SD = 6.63) from various counseling psychology programs throughout the country. Within the constructivist-interpretivist research paradigm, interviews were conducted via Skype and analyzed using Interpretive Phenomenological Analysis. The study’s findings illuminate important factors that are significant in creating diverse and inclusive educational environments that will allow for more marginalized groups to contribute to the field of psychology at the doctoral level.
ISSN:2160-3715
1052-0147
2160-3715
DOI:10.46743/2160-3715/2021.4771