| dc.contributor.author | Wilson, Kelsey Symone | |
| dc.description.abstract | Qualitative research is scant on success factors of professional identity development for female African American counselor educators, specifically those who graduated from CACREP-accredited counselor education and supervision programs at predominately White institutions (PWIs). The purpose of this qualitative study was to understand the lived experiences of female African American counselor educators who attended a CACREP-accredited counselor education and supervision program at a (PWI). This study focused on the phenomenon of success factors of professional identity development to doctoral degree completion. This study examined the lived experiences of 10 female African American counselor educators to gain a better understanding of how their experiences at CACREP-accredited counselor educations and supervision programs at a (PWI) impacted success of professional identity development to doctoral degree completion. It used a qualitative, phenomenological methodology grounded in Intersectionality theory, Black Feminist thought, and Critical Race theory as frameworks.
There were three research questions to guide the study in the participants’ perceptions of professional identity development and the impact of success factors of professional identity development on doctoral degree completion. This study conducted semi-structured interviews with ten female African American counselor educators who completed doctoral degrees in (PWIs) in the United States. Data were collected through semi-structured interviews and analyzed using Moustakas (1994) Modification of Stevick-Colaizzi-Keen data analysis. The goals of this study was to: a) review and present literature on female African American in the academy; b) increase knowledge on professional identity among female African American counselor educators who attended a CACREP -accredited counselor education and supervision program at (PWIs) in the United States; and c) explore ways to increase professional identity development to support female African American doctoral students to complete their doctoral degree and move into counselor education positions. Ten African American females who graduated from CACREP-accredited counselor education and supervision programs were interviewed. There were six themes: Convenience of the Location, Importance of support from Dissertation chair, Representation of African American women with PhDs in the community, I was needed and access, Being a Black woman in that space and Voice, Faith-based community and I prayed. Recommendations and directions for future research are discussed. | en_US |
| dc.publisher | North Dakota State University | en_US |
| dc.rights | NDSU policy 190.6.2 | en_US |
| dc.title | Professional Identity Development: Perceptions of African American Female Counselor Educators' Success in Ph.D. Completion at Predominately White Institutions | en_US |
| dc.type | Dissertation | en_US |
| dc.type | Video | en_US |
| dc.date.accessioned | 2022-05-16T20:40:02Z | |
| dc.date.available | 2022-05-16T20:40:02Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | https://hdl.handle.net/10365/32367 | |
| dc.subject | african american females | en_US |
| dc.subject | counselor educator | en_US |
| dc.subject | predominately white institutions | en_US |
| dc.subject | professional identity development | en_US |
| dc.subject | professional role | en_US |
| dc.subject | success | en_US |
| dc.rights.uri | https://www.ndsu.edu/fileadmin/policy/190.pdf | en_US |
| ndsu.degree | Doctor of Philosophy (PhD) | en_US |
| ndsu.college | Human Sciences and Education | en_US |
| ndsu.department | Education | en_US |
| ndsu.program | Counselor Education and Supervision | en_US |
| ndsu.advisor | Buchholz Holland, Carol | |
