TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 119 environments. These elements require further exploration to better understand the nature of these experiences and investigate causal factors to heighten sensitivity and identify appropriate measures for creating a safe environment for faculty and students. Participants also indicated that they alter behavior in student relationships to avoid the appearance of impropriety and maintain professional boundaries. Further research could explore the implications of those decisions for the quality of relationships with students. A study of student perspectives would greatly enhance understanding of these relational dynamics. Additionally, a study of ways in which female counselor educators approach their relationships with students, in regard to feeling restricted or limited in intimacy, is warranted. This study provides an enhanced understanding of male counselor educators’ perceptions and experiences of their relationships with students and colleagues. Male counselor educators shared a unique voice of experience. Further research may expand understanding of male counselor educator experiences, provide insights to improve the quality of faculty–student relationships and assist in developing male role models for the future of our profession. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). 2014 American Counseling Association Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4 Anderson, J. A., & Rawlins, M. (1985). Availability and representation of women in counselor education with strategies for recruitment, selection, and advancement. Counselor Education and Supervision , 25 , 56–65. doi:10.1002/j.1556-6978.1985.tb00512.x Bartlett, T. (2002, April 5). The question of sex between professors and students. The Chronicle of Higher Education . Retrieved from http://chronicle.com/article/The-Question-of-Sex-Between/33174 Bellas, M. L., & Gossett, J. L. (2001). Love or the “lecherous professor”: Consensual sexual relationships between professors and students. The Sociological Quarterly , 42 , 529–558. doi:10.1111/j.1533-8525.2001.tb01779.x Bowman, V. E., Hatley, L. D., & Bowman, R. L. (1995). Faculty-student relationships: The dual role controversy. Counselor Education and Supervision , 34 , 232–242. doi:10.1002/j.1556-6978.1995.tb00245.x Brooks, M., & Steen, S. (2010). “Brother where art thou?” African American male instructors’ perceptions of the counselor education profession. Journal of Multicultural Counseling and Development , 38 , 142–153. doi:10.1002/j.2161-1912.2010.tb00122.x Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches . Thousand Oaks, CA: Sage. Crothers, L. M., Hughes, T. L., Schmitt, A. J., Theodore, L. A., Lipinski, J., Bloomquist, A. J., &Altman, C. L. (2010). Has equity been achieved? Salary and promotion negotiation practices of a national sample of school psychology university faculty. The Psychologist-Manager Journal , 13 , 40–59. doi:10.1080/10887150903553790 Culotta, E. (1993). Finding—and keeping—minority professors. Science , 262 , 1091–1096. doi:10.1126/science.262.5136.1091 Dollarhide, C. T., & Granello, D. H. (2012). Humanistic perspectives on counselor education and supervision. In M. B. Scholl, A. S. McGowan, & J. T. Hansen (Eds.), Humanistic perspectives on contemporary counseling issues (pp. 277–303). New York, NY: Routledge. Ei, S., & Bowen, A. (2002). College students’ perceptions of student-instructor relationships. Ethics & Behavior , 12 , 177–190. doi:10.1207/S15327019EB1202_5