TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 110 Table 1 Demographic Characteristics of Male Counselor Educator Participants Variable N % M SD Mdn Range Age 155 51.61 11.08 53 27–76 Ethnicity African American 14 8.6 Asian 4 2.5 White, Non-Hispanic 125 76.7 White, Hispanic 11 6.7 Self-Identified as Other 8 4.9 Relationship Status Single 14 8.6 Married/Partnered 142 87.1 Divorced/Separated 5 3.1 Widowed 1 .6 Sexual Identity Gay 13 8.0 Heterosexual 145 89.0 Bisexual 3 1.8 Status Regarding Children No Children 30 18.4 Adult Children 74 45.4 Minor Children in Home 55 33.7 Minor Children Part Home 1 .6 Minor Children Not in Home 2 1.2 Years As Counselor Educator 161 15.07 10.85 12 1–45 Faculty Rank Assistant 38 23.3 Associate 50 30.7 Full 58 35.6 Lecturer/Interim 4 2.5 Other 13 8.0 Total Number of Male Faculty 156 4.04 1.81 4 1–10 Total Number of Female Faculty 155 4.27 2.27 4 0–13 Estimated % of Male Students 163 18.21 11.24 16 0–78 Estimated % of Female Students 162 77.66 18.55 80 0–99 The first three open-ended questions were used for qualitative analysis and the final question was used to create a list of strategies employed by male counselor educators to aid in their student relationships. Analysis and Results The research team used a parallel mixed-methods design (Teddlie & Tashakkori, 2009) to explore the experiences of male counselor educators. We utilized qualitative thematic analysis for data generated from three open-ended questions and optional comments following each quantitative survey question and quantitative statistical analysis for multiple-choice survey questions. By conducting independent quantitative and qualitative analyses in a parallel simultaneous nature, we allowed the separate analyses to inform one another and provide a more integrated understanding