Relationships Between Institutional Type, Percieved Experiences of Racial and Ethnic Microaggressions, Multicultutal Counseling Course Experience and Social Justice Advocacy Orientation Among Counselors in Training and Professionals

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Pulliam, A. (2022). Relationships Between Institutional Type, Percieved Experiences of Racial and Ethnic Microaggressions, Multicultutal Counseling Course Experience and Social Justice Advocacy Orientation Among Counselors in Training and Professionals. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The manifestations of institutional and interpersonal racism have been linked to lower recruitment, retention and matriculation rates among ethnic minority students in predominantly white institutions (Harper, 2012). Those who experience racial and ethnic microaggressions have been impacted in numerous deleterious ways. Physical, mental, emotional and political outcomes have been examined in prior research (McGee & Stovall, 2016; Sue, 2010; ). In counselor training programs, specific coursework in multicultural education introduces counselors to the foundational aspects of the Multicultural and Social Justice Advocacy Competencies (Ratts et al, 2016). Using Critical Race theory as a framework, a non-experimental, correlational survey design was used to explore the relationship between institutional type, perceived experiences of racial and ethnic microaggressions, racialized experiences in multicultural coursework and social justice advocacy orientation among counseling students and professionals (N= 346). A standard multiple regression indicated a significant relationship between the school-based racial and ethnic microaggressions and racialized experience in multicultural coursework with social justice advocacy orientation. However, there was no significant relationship with social justice advocacy orientation and institutional type. Results from an independent sample t-test indicated higher experiences with school-based racial and ethnic microaggressions and racialized experience in multicultural counseling coursework in PWI’s. There however, was no significant difference between institutional type with regard to the social justice advocacy orientation of participants in this study.

Details
Author

Pulliam, Allura

Title

Relationships Between Institutional Type, Percieved Experiences of Racial and Ethnic Microaggressions, Multicultutal Counseling Course Experience and Social Justice Advocacy Orientation Among Counselors in Training and Professionals

Physical Description

1 online resource (115 pages) : PDF

Date

2022

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The manifestations of institutional and interpersonal racism have been linked to lower recruitment, retention and matriculation rates among ethnic minority students in predominantly white institutions (Harper, 2012). Those who experience racial and ethnic microaggressions have been impacted in numerous deleterious ways. Physical, mental, emotional and political outcomes have been examined in prior research (McGee & Stovall, 2016; Sue, 2010; ). In counselor training programs, specific coursework in multicultural education introduces counselors to the foundational aspects of the Multicultural and Social Justice Advocacy Competencies (Ratts et al, 2016). Using Critical Race theory as a framework, a non-experimental, correlational survey design was used to explore the relationship between institutional type, perceived experiences of racial and ethnic microaggressions, racialized experiences in multicultural coursework and social justice advocacy orientation among counseling students and professionals (N= 346). A standard multiple regression indicated a significant relationship between the school-based racial and ethnic microaggressions and racialized experience in multicultural coursework with social justice advocacy orientation. However, there was no significant relationship with social justice advocacy orientation and institutional type. Results from an independent sample t-test indicated higher experiences with school-based racial and ethnic microaggressions and racialized experience in multicultural counseling coursework in PWI’s. There however, was no significant difference between institutional type with regard to the social justice advocacy orientation of participants in this study.

Genre

doctoral dissertations

Subjects--Topics

Education, Higher
Social sciences--Research
Educational counseling

Degree

Ph.D.

Keywords

Critical Race Theory
Hbcu
Microaggressions
Multicultural Counseling
Racism
Social Justice

Subject Area

Counseling

Advisor(s)

Parikh Foxx, Sejal

Committee Members

Abrams, Lyndon
Mingo, Taryne
Flowers, Claudia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2022.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Pulliam_uncc_0694D_13081

Permalink

http://hdl.handle.net/20.500.13093/etd:2863