TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 114 Quantitative Results Descriptive results for the five survey items are presented in Table 3. In order to explore relationships between survey items of interest, we employed Pearson product-moment correlation coefficient analyses on the five variables. There were statistically significant positive correlations between perception of unique ethical challenges and the four other variables: feeling isolated ( r = .290, n = 149, p < .001); interacting differently with female students ( r = .317, n = 147, p < .001); structuring interactions to avoid appearance of impropriety ( r = .190, n = 148, p = .021); and feeling discriminated against ( r = .217, n = 150, p = .008). The more a male counselor educator felt there were unique ethical challenges related to being male, the more likely he was to feel isolated and discriminated against, structure interactions with students to avoid the appearance of impropriety, and interact differently with females than males. Additionally, there was a statistically significant positive correlation between feeling isolated and feeling discriminated against ( r = .371, n = 149, p < .001). The more isolated a male counselor educator felt, the more likely he was to feel discriminated. We further explored ethnicity and sexual orientation in relationship to the dependent variables of isolation and discrimination based on qualitative findings that indicated these characteristics impact the views of male counselor educators. We conducted four separate one-way between-groups analyses of variance to explore the impact of ethnicity and gender on isolation and discrimination. There was a statistically significant difference in ethnicity for isolation, F (4, 144) = 5.78, p < .001, η 2 = .14. Means for ethnicity included Asian x̅ = 2.0; African American x̅ = 1.71; White/Non-Hispanic x̅ = 1.84; White/Hispanic x̅ = 1.64; Self-Identified as Other x̅ = 3.43. There was a statistically significant difference in ethnicity for discrimination, F (4, 144) = 5.25, p = .001, η 2 = .13. Means for ethnicity included Asian x̅ = 2.0; African American x̅ = 2.23; White/Non-Hispanic x̅ = 1.94; White/Hispanic x̅ = 1.91; Self-Identified as Other x̅ = 3.71. There was a statistically significant difference in sexual orientation for isolation, F (2, 145) = 3.81, p = .024, η 2 = .05. Means for sexual orientation included Gay x̅ = 2.58; Heterosexual x̅ = 1.83; Bisexual x̅ = 1.67. There was no statistically significant difference in sexual orientation for discrimination, F (2, 145) = .70, p = .50, η 2 = .01. Discussion The sample in this study reasonably represents the current population of male counselor educators in CACREP-accredited programs. Although the sample reported equivalent numbers between male Table 3 Survey Items Related to Relationships for Male Counselor Educators Percent of Responses Survey Item N x̅ Σ SD 1 D 2 N 3 A 4 SA 5 I feel isolated in my faculty because I am male. 149 1.89 .94 36.8 36.8 11.7 5.5 1.2 I interact differently with female students than male students. 147 2.90 1.02 6.7 29.4 21.5 30.7 1.8 I structure my individual interactions with students to avoid the appearance of impropriety. 148 3.76 .92 1.8 9.2 13.5 50.9 15.3 I have unique ethical challenges related to being male in counselor education. 150 2.79 1.03 9.2 30.7 23.9 26.4 1.8 I feel discriminated against by faculty members because I am male. 150 2.05 1.06 31.9 39.9 6.1 12.3 1.8 Note: SD=Strongly Disagree, D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree