TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 111 of the data (Teddlie & Tashakkori, 2009). Due to overlap in analysis and results consequential from a mixed-methods approach, we chose to present analyses and results categorized by method (qualitative and quantitative) in the following section. Qualitative Analyses Responses to the three open-ended questions and optional comments were analyzed from a perspective of transcendental phenomenology to explore the lived experiences of participants (Creswell, 2007; Moustakas, 1994). Within this qualitative tradition, we worked to bracket or set aside our own preconceptions about the phenomenon as much as possible to remain focused on the views of participants (Moerer-Urdahl & Creswell, 2004; Moustakas, 1994). The research team, consisting of two male doctoral students and one female tenured faculty member, discussed our student–teacher relationship experiences regarding gender and power differences. Through reflection and discussion, we developed greater awareness of how our experiences have influenced our views of being and working with male counselor educators. Team discussion allowed us to understand and bracket our positions in the development of data collection and analysis methods. Because the experiences of male counselor educators have received little attention in literature and research, a phenomenological approach allowed for understanding to emerge from participants’ written reports as data was broken down into smaller units of meaning and reconstructed into broader themes that were clearly defined (Creswell, 2007; Giorgi, 1985). Following data collection, we independently coded responses to three open-ended questions, a smaller portion of the data, to identify initial concepts. Next, we met to review and compare our concepts. Silverman and Marvasti (2008) identified the appropriate use of smaller portions of data to establish preliminary categories. We discussed each unit of meaning in the text that was relevant to the focus of study (Giorgi, 1985), compared each concept to previous statements and discovered an initial list of broader themes suggesting common experiences among participants (Creswell, 2007). The research team clarified category definitions by comparing data units within each category for similarities and differences. Responses to optional comments sections in the survey were reviewed for inclusion in the text. Comments that offered information beyond the scope of the survey question referenced were included in the text for qualitative analysis. Then individual team members independently examined the entire text and coded each unit of meaning under the appropriately perceived category. Finally, we met as a group to develop consensus on final categories and to assign textural excerpts to appropriate themes. As suggested by Potrata (2010), research team members focused on exploring potential differences in coding rather than focusing on consistency when coming to consensus in order to illuminate complexities of the male counselor educator experience. Frequencies were tabulated to represent the magnitude of each category within the sample, and verbatim illustrative quotes were selected to clarify the meaning of each category. Saldaña (2013) suggested that magnitude coding adds supplemental texture to provide richer results in qualitative analysis. Qualitative Results In order to address our first research question regarding practices and attitudes of male counselor educators, participants were asked to respond to three open-ended questions to address their experiences and practices as male counselor educators. Seventy-one responses were recorded for the first question, “What ethical challenges, if any, are related to being male in counselor education?” One hundred responses were recorded for the second question, “What are your thoughts related to being male in counselor education?” Ninety-six responses were recorded for the third question, “What are the ways you act differently in student relationships because you are male?” We also coded additional comments of significance that followed each survey item. In all, qualitative analysis included the coding of 359 answers of varying lengths. During qualitative analysis, the research team