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.
counseling psychology, training, Black students, education, interpretative phenomenological analysis
We would like to thank Kalya Castillo, MSEd for all of her help and efforts with this study.
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Recommended APA Citation
Elliott, J. L., Reynolds, J. D., & Lee, M. (2021). And Still I Rise: Protective Factors for Black Counseling Psychology Doctoral Students from Predominantly White Institutions. The Qualitative Report, 26(7), 2206-2225. https://doi.org/10.46743/2160-3715/2021.4771