Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens

Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens Jenae D Thompson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Counseling Psychology Commons, Educational Administration and Supervision Commons, and the Psychiatric and Mental Health Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks For more information, please contact ScholarWorks@waldenu.edu Walden University College of Counselor Education & Supervision This is to certify that the doctoral dissertation by Jenae D Thompson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made Review Committee Dr Corinne Bridges, Committee Chairperson, Counselor Education and Supervision Faculty Dr Walter Frazier, Committee Member, Counselor Education and Supervision Faculty Dr Geneva Gray, University Reviewer, Counselor Education and Supervision Faculty Chief Academic Officer Eric Riedel, Ph.D Walden University 2018 Abstract Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens by Jenae D Thompson MEd, Virginia Tech, 2011 BA, Longwood University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University August 2018 Abstract Counselor education and supervision (CES) faculty members are responsible for adequately preparing counselors-in-training (CIT) for their work with diverse populations Current literature explains traditional multicultural counseling education in this way; however, little research is available exploring faculty members’ personal and professional experiences with intersectionality and how those experiences contribute to their pedagogy In this dissertation, CES faculty members’ experiences with intersectionality theory and how they could use this theory in their multicultural pedagogy were explored Research questions exploring CES faculty use of intersectionality in their multicultural coursework, how their personal experiences contribute to their pedagogy, and their experiences with privilege and oppression were used to guide the study The method of inquiry used to collect and analyze data was heuristic in nature due to the focus on contextual experiences of the participants as well as the researcher The results showed how CES faculty members’ personal and professional experiences influence their incorporation of intersectionality in their multicultural pedagogy There were for themes identified in this study: Privilege and Oppression and the use of Intersectionality in Pedagogy, Intentionality and Responsibility to the Students, and Intersectionality for Empowerment and Building Bridges in the Classroom Based on the themes and findings, the current study could lead to change regarding how multicultural issues are taught and supervised by CES faculty members at CACREP accredited institutions Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens by Jenae D Thompson MEd, Virginia Tech, 2011 BA, Longwood University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University August 2018 Dedication This dissertation is dedicated to my wife, Jamie Thank you for your support from the beginning through the end of this process I will never forget how much time and energy you have sacrificed in support of me completing this project because you knew it was for both of us I love you very much Acknowledgments I would like to acknowledge and thank the following people for their support: My committee members, Dr Corinne Bridges, Dr Walter Frazier, and Dr Geneva Gray, for supporting me throughout the dissertation process My doctoral cohort We all met at various times throughout this process and I am thankful that we met I could not have made it throughout this process without you all My wife, Jamie You have been so supportive and graceful throughout this process even though it has been stressful on us both I will never forget your words and actions encouraging me to continue and finish Table of Contents Chapter 1: Introduction to the Study Introduction Background Problem Statement Purpose of the Study Research Questions Conceptual Framework for the Study Nature of the Study 10 Definitions 12 Assumptions 13 Scope and Delimitations 13 Limitations 14 Significance 15 Summary 15 Chapter 2: Literature Review .17 Introduction 17 Literary Search Strategy 18 Conceptual Framework 19 Literature Review .24 Intersectionality as a Pedagogical Tool 24 Arguments for Intersectionality in Therapy and Research 26 i Arguments for Intersectionality in Clinical Supervision 31 Arguments for Intersectionality in Higher Education 32 Arguments for Intersectionality as Pedagogy 33 Summary and Conclusions 36 Chapter 3: Research Method 37 Introduction 37 Purpose Statement 37 Research Design and Rationale 37 Research Questions 37 Central Concepts and Phenomenon 38 Rationale for Chosen Method 38 Role of the Researcher 39 Managing Biases and Maintaining Ethics 40 Methodology 41 Population 41 Sampling Strategy 42 Participant Recruitment 43 Data Collection Instrument and Source 43 Procedures of Data Collection 44 Data Analysis Plan 45 Issues of Trustworthiness .47 Ethical Procedures 48 ii Summary 50 Chapter 4: Results 51 Introduction 51 Setting 52 Demographics 53 Data Collection 54 Data Analysis .55 Theme 1: Privilege and Oppression and the use of Intersectionality in Pedagogy 56 Theme 2: Intentionality and Responsibility to the Students 65 Theme 3: Intersectionality as Pedagogy for the Counseling Profession 74 Theme 4: Intersectionality for Empowerment and Building Bridges in the Classroom 79 Evidence of Trustworthiness 82 Results 83 Individual Portraits 83 Composite Portrait 88 Creative Synthesis 89 Chapter Summary 89 Chapter 5: Discussion, Conclusions, and Recommendations 91 Introduction 91 Interpretation of Findings 91 iii ... theory and how they could use this theory in their multicultural pedagogy were explored Research questions exploring CES faculty use of intersectionality in their multicultural coursework, how their... incorporation of intersectionality in their multicultural pedagogy There were for themes identified in this study: Privilege and Oppression and the use of Intersectionality in Pedagogy, Intentionality and... multicultural issues are taught and supervised by CES faculty members at CACREP accredited institutions Exploring the Multicultural Pedagogy of CES Faculty through an Intersectional Lens by Jenae D Thompson