132 Counselor Education & Supervision • June 2018 • Volume 57
© 2018 by the American Counseling Association. All rights reserved.
Interview Experiences and Diversity Concerns
of Counselor Education Faculty
From Underrepresented Groups
Angie D. Cartwright, Janeé R. Avent-Harris, Rebecca Beck Munsey,
and Jessica Lloyd-Hazlett
The authors used transcendental phenomenology to explore the campus
interview experiences and diversity concerns of counselor education faculty from
underrepresented populations. Six themes were identiﬁed: issues of integrity,
disappointment in the counseling profession, importance of authenticity,
intersectionality of major identity markers, competence, and supportive experiences.
Findings suggest that culturally competent search committees should be aware of
biases and policies promoting institutional and systemic discrimination.
Keywords: diversity, underrepresented faculty, faculty recruitment, interview ex-
periences, counselor education
Research suggests that the counseling profession has not succeeded in
ensuring diversity among counselor educators, particularly in the higher
ranks. According to the Condition of Education Report, 78% of faculty at
postsecondary institutions identiﬁed as White in 2013, with 43% being
White men (Kena et al., 2016). As
academic rank increases, the diversity
among faculty in tenured and administration positions becomes more
limited (Finkelstein, Conley, & Schuster, 2016). For instance, Kena et al.
(2016) found that 84% of full professors identiﬁed as White; 58% were
White men. According to the Council for Accreditation of Counseling and
Related Educational Programs (CACREP), 74% of full-time faculty working
in accredited counselor education programs in 2016 were White and 61%
were female (CACREP, 2017). Other researchers have found that although
women are well-represented numerically in counselor education, they often
face unique challenges, such as gender-based wage gaps, in their academic
positions (Hill, Leinbaugh, Bradley, & Hazler, 2005).
The presence of a diverse faculty beneﬁts higher education settings (Pas-
carella et al., 2014; Patitu & Hinton, 2003). Exposure to various cultures
enriches students’ learning experiences, introduces them to perspectives
Angie D. Cartwright, Department of Counseling and Higher Education, University of North
Texas; Janeé R. Avent-Harris, Department of Interdisciplinary Professions, East Carolina
University; Rebecca Beck Munsey, Department of Counseling, Tarleton State University;
Jessica Lloyd-Hazlett, Department of Counseling, University of Texas at San Antonio. Cor-
respondence concerning this article should be addressed to Angie D. Cartwright, Department
of Counseling and Higher Education, University of North Texas, 1155 Union Circle #310829,
Denton, TX 76203-5017 (email: firstname.lastname@example.org).