{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/9533"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/9533","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Get in Where You Fit In: a Qualitative Study on the Experiences of Black Doctoral Counselor Education Students Attending Historically White Institutions","abstract":"The primary purpose of this qualitative study was to explore the lived experiences Black doctoral counselor education (CE) students at Historically White Institutions (HWIs). This study was guided by the following research questions: How do past or present black counselor education (CE) doctoral students describe their experiences at historically white institutions (HWI's)? and how were past or present black counselor education (CE) doctoral experiences shaped by faculty and advisor support? This study utilized phenomenological interviewing as its method and Critical Race Theory (CRT) as its theoretical lens. A review of literature on Black CE students' challenges and perceptions assisted me in developing interview questions that were used to identity themes of participants experiences. Eight participants from HWIs participated in the Zoom interview and seven themes were found: (a) For me it was convivence, familiarity, or default, (b) faculty and peer support are important because, (c) we know that all skinfolk \"ain't\" kinfolk, (d) faculty support and connectedness, (e) white faculty lack cultural sensitivity and competence, (f) I'm always getting in where I fit in, and (g) you just gotta keep going. After careful review of the literature and data from this research, it was clear that doctoral CE programs at HWIs must do a better job and hiring diverse faculty, supporting Black students, and conceptualizing their experiences","abstract_html":"The primary purpose of this qualitative study was to explore the lived experiences Black doctoral counselor education (CE) students at Historically White Institutions (HWIs). This study was guided by the following research questions: How do past or present black counselor education (CE) doctoral students describe their experiences at historically white institutions (HWI's)? and how were past or present black counselor education (CE) doctoral experiences shaped by faculty and advisor support? This study utilized phenomenological interviewing as its method and Critical Race Theory (CRT) as its theoretical lens. A review of literature on Black CE students' challenges and perceptions assisted me in developing interview questions that were used to identity themes of participants experiences. Eight participants from HWIs participated in the Zoom interview and seven themes were found: (a) For me it was convivence, familiarity, or default, (b) faculty and peer support are important because, (c) we know that all skinfolk "ain't" kinfolk, (d) faculty support and connectedness, (e) white faculty lack cultural sensitivity and competence, (f) I'm always getting in where I fit in, and (g) you just gotta keep going. After careful review of the literature and data from this research, it was clear that doctoral CE programs at HWIs must do a better job and hiring diverse faculty, supporting Black students, and conceptualizing their experiences","abstract_has_math":false,"creators":["Carter, Shanice Nichole"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Shelton, Stephanie A.","Baltrinic, Eric R.","Shell, Elbert M."],"advisors":["Mugoya, George","Burnham, Joy J."],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-27T18:44:20Z","subjects":["Counselor Education","Qualitative"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://purl.lib.ua.edu/186547","u0015_0000001_0004506","Carter_alatus_0004D_14957"],"render_values":[{"text":"http://purl.lib.ua.edu/186547","href":"http://purl.lib.ua.edu/186547","code":true},{"text":"u0015_0000001_0004506","href":null,"code":true},{"text":"Carter_alatus_0004D_14957","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/9533","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mugoya, George","Burnham, Joy J.","Shelton, Stephanie A.","Baltrinic, Eric R.","Shell, Elbert M."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Mugoya, George","Burnham, Joy J."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Carter, Shanice Nichole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-09-28T14:55:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-28T14:55:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counselor Education","Qualitative"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://purl.lib.ua.edu/186547","u0015_0000001_0004506","Carter_alatus_0004D_14957"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/9533"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this qualitative study was to explore the lived experiences Black doctoral counselor education (CE) students at Historically White Institutions (HWIs). This study was guided by the following research questions: How do past or present black counselor education (CE) doctoral students describe their experiences at historically white institutions (HWI's)? and how were past or present black counselor education (CE) doctoral experiences shaped by faculty and advisor support? This study utilized phenomenological interviewing as its method and Critical Race Theory (CRT) as its theoretical lens. A review of literature on Black CE students' challenges and perceptions assisted me in developing interview questions that were used to identity themes of participants experiences. Eight participants from HWIs participated in the Zoom interview and seven themes were found: (a) For me it was convivence, familiarity, or default, (b) faculty and peer support are important because, (c) we know that all skinfolk \"ain't\" kinfolk, (d) faculty support and connectedness, (e) white faculty lack cultural sensitivity and competence, (f) I'm always getting in where I fit in, and (g) you just gotta keep going. After careful review of the literature and data from this research, it was clear that doctoral CE programs at HWIs must do a better job and hiring diverse faculty, supporting Black students, and conceptualizing their experiences"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Get in Where You Fit In: a Qualitative Study on the Experiences of Black Doctoral Counselor Education Students Attending Historically White Institutions"]}]}],"canonical_facts":{"dc:contributor":["Mugoya, George","Burnham, Joy J.","Shelton, Stephanie A.","Baltrinic, Eric R.","Shell, Elbert M."],"dc:contributor.advisor":["Mugoya, George","Burnham, Joy J."],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Carter, Shanice Nichole"],"dc:date.accessioned":["2022-09-28T14:55:22Z"],"dc:date.available":["2022-09-28T14:55:22Z"],"dc:date.issued":["2022"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["The primary purpose of this qualitative study was to explore the lived experiences Black doctoral counselor education (CE) students at Historically White Institutions (HWIs). 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Eight participants from HWIs participated in the Zoom interview and seven themes were found: (a) For me it was convivence, familiarity, or default, (b) faculty and peer support are important because, (c) we know that all skinfolk \"ain't\" kinfolk, (d) faculty support and connectedness, (e) white faculty lack cultural sensitivity and competence, (f) I'm always getting in where I fit in, and (g) you just gotta keep going. After careful review of the literature and data from this research, it was clear that doctoral CE programs at HWIs must do a better job and hiring diverse faculty, supporting Black students, and conceptualizing their experiences"],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["http://purl.lib.ua.edu/186547","u0015_0000001_0004506","Carter_alatus_0004D_14957"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/9533"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Counselor Education","Qualitative"],"dc:title":["Get in Where You Fit In: a Qualitative Study on the Experiences of Black Doctoral Counselor Education Students Attending Historically White Institutions"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:20Z"}