Date of Award
Summer 8-2018
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Counselor Education
Department
Educational Leadership, Counseling, and Foundations
Major Professor
Watson, Zarus E.P.; Dufrene, Roxane L
Second Advisor
Herlihy, Barbara
Third Advisor
Frazier, Kimberly
Abstract
The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided.
Recommended Citation
Varnado-Johnson, Chantrelle D., "A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education" (2018). University of New Orleans Theses and Dissertations. 2509.
https://scholarworks.uno.edu/td/2509
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.