Uncovering the Development of Researcher Identity among Black Women in Counselor Education and Supervision

Many research experiences of counselor educators began during their Ph.D. programs. However, the counselor education and supervision field has minimal research that highlights the researcher identity development of Black women related to the transition of becoming a researcher. As the number of Black women who enter counselor education and supervision doctoral programs increases, the likelihood of them engaging in research does, too. This study aimed to expand on existing literature and generate new knowledge for research and practice in the counseling education and supervision profession. This phenomenological study aimed to explore the researcher identity development of Black women in counselor education and supervision, examine the factors that contribute to their researcher identity, and formulate a theory that describes the data found. The methodology used to explore the experiences of Black women in counselor education and supervision was one semi-structured individual interview and a follow-up semi-structured group interview. The results of this study revealed four factors relating to researcher identity development, including cultural experiences, academic experiences, other identities they hold, and relationships with others in the academic space. There were six emergent themes relating to Black women in CES' researcher identity development, which are (a) self-image, (b) self-evaluation, (c)identity, (d) self-concept, (e) social worth, and (f) transformation of self. Recommendations for future research within counselor education and supervision are mentioned. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]