TPC Journal V7, Issue 1-FULL ISSUE

82 The Professional Counselor | Volume 7, Issue 1 The quality of our program increased as did our enrollment. We anticipated an initial drop in enrollment that never materialized. Students told us that they preferred the comprehensive training they would get with a 60-hour program and selected us over other 48-hour programs. Our program grew as a result of moving to 60 hours. This feedback suggests that for this participant’s program, transitioning to 60 credit hours clearly led to positive results. Six participants responded to open-ended questions indicating neutral outcomes from transitioning to 60 credit hours. They stated that they did not believe their programs’ transition to a 60-credit hour minimum had an impact on admissions or job placement rates. For example, one participant noted, “The transition from 48 to 60 hours seemed to have no effect whatsoever on the quantity and quality and/or diversity of applicants.” Another participant described the change as having “little to no negative impact” on their program, and another described it as having “minimal impact.” The latter participant wrote, “I see no significant change in applicant qualifications.” It is notable that three of the items that did not change for any participants— quantity of enrolled international students , quantity of enrolled out-of-state students , and enrolled students’ racial diversity —are items measuring program diversity. This finding suggests that for the participants in this pilot study, the credit hour transition did not impact applicant diversity to their school counseling programs. This may counter the notion that requiring 60 credit hours for program completion will disenfranchise certain students due to increased tuition (TSCCAIN, 2013). In addition, previous research indicates variables such as financial aid packages, faculty contact with prospective students, diverse student populations, and faculty diversity influence the recruitment of diverse students (Guiffrida & Douthit, 2010; Shin, Smith, Goodrich, & LaRosa, 2011; Talleyrand, Chung, & Bemak, 2006). These variables may be more impactful on recruiting diverse students than program credit hours. Negative Outcomes Despite the professed intent of CACREP standard 1.J. (Williams et al., 2012), some counselor educators speculated that such credit hour increases would have negative effects on school counseling programs (TSCCAIN, 2013). Of all participants in the pilot study whose programs transitioned to a 60-credit hour requirement, none expressed perceptions that increasing their credit hours led to negative outcomes. This finding suggests opposition to arguments that increasing to 60 credit hours will result in harmful effects in programs. The fact that 22 study participants commented on their transitions to 60 credit hours and none expressed the belief that transitioning caused negative outcomes appears noteworthy. Descriptive statistics of program data showed that only one item, enrolled students’ gender diversity , decreased or stayed the same when participants’ programs transitioned to 60 credit hours. Although this finding may indicate worsening gender disparity in counseling, recent statistics demonstrate a consistent discrepancy in the number of male and female individuals in the counseling profession (Evans, 2013). According to data fromACA, males consistently comprised only 26–29% of the ACA membership between 2002 and 2012 (Evans, 2013). Given the consistency of these percentages over time, it is reasonable that the participants in this study saw gender diversity decrease or stay the same despite transitioning to 60 credit hours because the construct is one that is stable over time and may not have been impacted by credit hour increases. Similarly, CACREP’s 2015 Annual Report authors noted that only 18% of students enrolled in CACREP programs are male (CACREP, 2016a), adding additional legitimacy to a concern for gender disproportionality in counseling overall and disaffirming concern for decreased gender diversity due to credit hour increases.