DIGEST-Volume10.4-FULL

23 TPC Digest I nstitutions of higher education are not naturally appealing and welcoming to prospective doctoral students of color. Certain characteristics of the university, such as location or racial composition of the faculty and student body, can pose obstacles to attracting individuals from culturally diverse communities. Once they are in a doctoral counselor education and supervision (CES) program, underrepresented minority (URM) students struggle with unique personal and social challenges, experiences of marginalization and isolation, and acculturative challenges. Successful retention and support of CES doctoral students of color necessitates intentional and active approaches from the point of first contact to enrollment and throughout their journey to graduation. L ack of exposure to doctoral careers and financial challenges among many URM students present limitations in recruitment. It takes proactive and purposeful interventions to facilitate a change in this reality—interventions that involve long-term engagement and an ongoing process, as opposed to a yearly recruitment event. For example, it is important to cultivate student interest by introducing the possibility of pursuing doctoral studies in CES early in their academic experience. Students having a greater familiarity with the profession may promote their long-term attention to the field. Actively building connections with colleges that serve primarily URM students and with local agencies serving diverse demographics is another viable strategy in the recruitment process. T he ability of universities to effectively support URM doctoral students is critical because of the growing number of URM students pursuing doctorates in CES. Accompanying this trend is the growing awareness that this group of students is not receiving adequate support and preparation to succeed. In addition to experiencing marginalization, isolation, and acculturative challenges, URM doctoral students encounter difficulty adjusting to a curriculum or program that promotes a Eurocentric, individualist form of counseling. Collectivity and community, such as the Latinx obligation to family known as familia , are values that doctoral students from URM backgrounds have expressed as missing or not understood by faculty. Through this study we learned that it is critical for CES program administrators and faculty to be aware and have a healthy understanding of URM students’ experiences. Racially diverse students tend to thrive in an academic environment where faculty and peers share their cultural background and they can establish voice and ethnic identity. Students from URM backgrounds respond well to faculty and program characteristics that connect to their cultural identity, such as the presence of diverse faculty who share common research interests with their students, faculty dispositions that create a welcoming sociocultural climate, a commitment to diversity through multicultural and social justice–focused activities, and availability of resources intended for diverse students. Furthermore, URM students feel supported through provision of personalized care, intentional mentorship, and faculty involvement in their personal and professional development. It is evident that doctoral CES students from URM backgrounds seem best supported by program qualities and actions that communicate a valuing of and commitment to diversity. We as counselor educators have some work ahead of us to address these tasks actively and purposefully. The authors present this article in memory of Dr. Rose Merrell-James, who shared her knowledge, experience, strength, and wisdom with all of us through this scholarly work. Jennie Ju, PhD, LPC, is an assistant professor at Palo Alto University. Rose Merrell-James was an assistant professor at Shippensburg University. J. Kelly Coker, PhD, MBA, NCC, BC-TMH, LCMHC, is a professor and program director at Palo Alto University. Michelle Ghoston, PhD, ACS, LCMHC, LPC(VA), is an assistant professor at Wake Forest University. Javier F. Casado Pérez, PhD, NCC, LPC, CCTP, is an assistant professor at Portland State University. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to Jennie Ju, 1791 Arastradero Road, Palo Alto, CA 94304, jju@paloaltou.edu. Jennie Ju, Rose Merrell-James, J. Kelly Coker, Michelle Ghoston, Javier F. Casado Pérez, Thomas A. Field Recruiting, Retaining, and Supporting Students From Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education 23 | TPC Digest