TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 116 further explore their voices, which were clearly articulated as unique in qualitative analyses. Further quantitative analysis indicated that participants who self-identified as “other” for ethnicity were more likely to feel isolated in comparison with other ethnicities. Likewise, gay male counselor educators also were more likely to feel isolated in the profession. However, gay males did not report higher levels of feeling discriminated against as compared to heterosexual males. Previous research indicates gay males may experience isolation related to not being out to co-workers, often motivated by fear of discrimination (Wright, Colgan, Creegany, & McKearney, 2006). Another possible interpretation could be that gay male counselor educators feel isolated due to interacting with fewer colleagues who are similar to them, but who they experience as accepting or non-discriminatory. Linked to isolation, we also asked male counselor educators if they had faculty colleagues with whom they could discuss challenges. This point seemed especially salient due to qualitative results indicating male counselor educators rely on consultation as one intervention for dealing with student relationship issues. A majority of respondents agreed or strongly agreed to having a colleague on their faculty with whom they could discuss male-related issues. Qualitative and quantitative analyses identified ethnicity as an important contributor to the experiences of male counselor educators. Qualitative data included a small but consistent voice of African American male counselor educators who expressed increased isolation due to a combination of ethnicity and gender. Quantitative analysis also indicated that participants who identified as African American reported more frequent experiences of discrimination in their professional environment. These findings coincide with research indicating that African American males experience prejudice and discrimination in higher education due to stereotype images of African American males as underachieving, disengaged and threatening (Harper, 2009). Brooks and Steen (2010) discussed concerns related to the lack of African American male counselor educators and the obstacles they face in the academic setting. Participants who self-identified as “other” on ethnicity also showed increased experiences of discrimination as well as isolation. Correlational analysis confirmed the co-occurrence of these two themes, revealing a positive relationship between feeling isolated and feeling discriminated against. Asian males were more likely to feel isolated and structure their interactions to avoid appearances of impropriety, which reflects previous accounts of Asian professors in the literature (Culotta, 1993) in which they experienced isolation from their colleagues and increased student mentoring demands because of their minority status. In returning to the issue of concern related to practices of male counselor educators in building humanistic and growth-inspiring relationships with students, the results of the current study provide some insight. Many male counselor educators appear to be aware and concerned that being male may influence how they are perceived by students and how they approach their relationships with students. However, results indicate that participants sought methods and strategies that allowed them to pursue relationships while also being sensitive to students’ perceptions of safety. Figure 1 provides specific strategies highlighted by participants that allow male counselor educators to engage in student–teacher relationships that recognize the power differential between student and teacher, inherent challenges with sexual attraction, and yet still allow the student and teacher to benefit from an accepting, inspiring relationship that mirrors the therapeutic relationship. Limitations The survey method used for this study was selected for exploratory purposes and did not involve the use of a rigorous assessment designed to interpret results through reliability and validity procedures; hence, results must be interpreted with caution. Additionally, the survey sample may not represent the views of the entire population of male counselor educators.