共查询到20条相似文献，搜索用时 31 毫秒
1.
Malik S. Henfield Hongryun Woo Ahmad Washington 《Counselor Education & Supervision》2013,52(2):122-136
This study explored 11 African American doctoral students’ perceptions of challenging experiences in counselor education programs. The authors identified the following themes using critical race theory: feelings of isolation, peer disconnection, and faculty misunderstandings and disrespect. Implications for counselor education programs and policies are discussed. 相似文献
2.
Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed. 相似文献
3.
Kacey DiGiacinto 《Quest (Human Kinetics)》2013,65(2):181-190
Increasing the involvement of African Americans in the field of kinesiology has been an ever present issue. While many colleges and universities are making attempts to diversify their undergraduate students, graduate students, and faculty, many are finding this a difficult task due to the lack of minority undergraduate kinesiology majors pursuing advanced degrees. There is a body of evidence that suggests that kinesiology programs should find ways to recruit African American students to undergraduate and graduate programs as a basis for diversifying the field. The three related problems discussed in this article are: (a) how to attract quality African American physical education teacher education students to the field of kinesiology; (b) how to identify African American students with the potential to thrive in graduate level coursework; and (c) how to recruit exceptional African American students to participate in professional organizations, such as the National Association for Kinesiology in Higher Education (NAKHE). Ultimately, I provide suggestions for recruiting African Americans to the field of kinesiology and ideas for involving them professionally in NAKHE. 相似文献
4.
Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their level of job satisfaction. However, African American counselor educators' job satisfaction was not related to their academic rank and tenure status. Implications for counselor education and future research are discussed. 相似文献
5.
Doctoral students in counselor education programs and their major academic advisers may unfortunately encounter role confusion in their relationships, affecting both parties personally and professionally. To mitigate misunderstandings, the authors recommend the use of adviser disclosure statements. Advantages for faculty members and students are discussed, and an example of an adviser disclosure statement is presented. 相似文献
6.
Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study 
下载免费PDF全文
下载免费PDF全文 Colette T. Dollarhide Renae D. Mayes Sabri Dogan Yahyahan Aras Kaden Edwards J. P. Oehrtman Adam Clevenger 《Counselor Education & Supervision》2018,57(1):2-17
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators. 相似文献
7.
The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed. 相似文献
8.
This study examined tie career experiences of African American counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that African American counselor educators perceived publishing, colleagues' racism, and lack of mentoring as major barriers to the attainment of promotion and tenure. Implications for future research are presented. 相似文献
9.
Colette T. Dollarhide Donna M. Gibson Julie M. Moss 《Counselor Education & Supervision》2013,52(2):137-150
The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students. 相似文献
10.
The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework. 相似文献
11.
Seungbin Oh Debbie L. Hahs‐Vaughn Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277
The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented. 相似文献
12.
The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course. 相似文献
13.
The authors discuss ethical and professional issues regarding group counseling and argue that it is challenging to meet or exceed the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles and theories, leadership skills, and group counseling methods for effective group practice. This task is especially difficult for counselor education programs that do not have doctoral students who can provide instruction and group leadership. The authors present a model involving 2 courses that allow for mastery of skills and solve practical dilemmas of providing an experiential group experience and leadership opportunities. 相似文献
14.
The authors used narrative inquiry and Anzaldúa's ( 1999 ) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the doctoral program culture affected their professional identity. Implications for counselor education include engaging Mexican American women in academic activities congruent with their ethnic identities. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(4):411-426
The underrepresentation and underachievement of African American students in mathematics is a national tragedy. One response to these problems is the design and implementation of mathematics intervention programs aimed at primarily African American student populations living in the inner city, many of whom are placed at risk. This article describes such a program and presents a philosophical framework grounded in empirical studies of effective schools. The authors suggest that key aspects of the program design help students avoid the trap of disidentification with the educational system. They also suggest that a large number of factors that have been demonstrated to be associated with higher student achievement (acting in combination) contribute to the effectiveness of this intervention program. 相似文献
16.
Rita Chi-Ying Chung Fred Bemak Regine M. Talleyrand 《International journal for the advancement of counseling》2007,29(1):21-32
Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism
and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students
within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American,
Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes
(trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements
in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups
to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight
to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed. 相似文献
17.
Gender Bias in Guatemalan Counselor Education Students: Using an Experiential Activity as a Stimulus
Krista M. Malott Martha Herrmansd?rfer de Zaid 《International journal for the advancement of counseling》2007,29(1):33-42
This article features the implementation and outcome of an experiential activity addressing gender bias in students at three
university-based Guatemalan counselor education programs. The authors present students’ thematic responses delineating expectations
of gender-specific communication styles and roles. A sequence of activities and students’ reflective commentaries are included,
with suggestions for counselor educators in addressing gender bias in student populations. 相似文献
18.
Richard Quentin Shin Lance Christian Smith Kristopher Michael Goodrich Nina Daniele LaRosa 《International journal for the advancement of counseling》2011,33(2):113-126
Extant research has neglected to explore the diversity representation of counselor education programs. This pilot study sought
to examine the extent to which CACREP-accredited master’s-level programs attend to the representation of people of color,
individuals with dis/abilities, lesbian, gay, bisexual (LGB), and transgender persons within admissions, enrollment, and graduation
data. The findings indicated little consistency in the maintenance of students’ demographic characteristics among participating
programs. The authors contend that counseling programs need to critically analyze their policies and procedures to ensure
a responsive milieu for students from diverse backgrounds. Implications for the counseling field are presented. 相似文献
19.
Claudia G. Interiano Jae Hoon Lim 《International journal for the advancement of counseling》2018,40(3):310-325
This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed. 相似文献
20.
Kristopher Michael Goodrich Richard Q. Shin Lance C. Smith 《International journal for the advancement of counseling》2011,33(3):184-195
The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the
U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and
credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD
was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating
to admissions and retention, time to complete the program, and student expectations. International students and faculty representation
was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered. 相似文献