The Professional Counselor | Volume 11, Issue 3 315 profession since the publication of the Helms (1984) model. We hope to summarize empirical and theoretical constructs related to Whiteness in national peer-reviewed counseling journals to more clearly consider implications for training and practice. Such analysis can highlight the saliency of WRI, demonstrating the need for continued focus on the influences and impacts of Whiteness within counseling. The following research questions were addressed: 1) What types of articles, topics, and major findings are published on Whiteness?; 2) What are the methodological features of articles published on Whiteness?; and 3) What are themes from key findings across these publications? Method We employed content analysis to identify publication patterns of national peer-reviewed counseling journals regarding counseling research on Whiteness in order to understand the scope and depth of this scholarship as it applies to fostering counselor training and practice. Content analysis is the systematic review of text in order to produce and summarize numerical data and identify patterns across data sources regarding phenomena (Neuendorf, 2017). In addition, content analysis has been used to summarize and identify patterns for specific topics, including multicultural counseling (e.g., Singh & Shelton, 2011). Data Sources and Procedure The sampling units for this study were journal articles on Whiteness topics published in national peer-reviewed journals (N = 24) of the ACA and its divisions, the American School Counselor Association, the American Mental Health Counselors Association, the National Board for Certified Counselors, and Chi Sigma Iota International. We used the following search terms: White supremacy, White racial identity, White privilege, White fragility, White guilt, White shame, White savior, White victimhood, color-blindness, race essentialism, anti-racism, White racism, reverse racism, White resistance, and Whiteness. We selected a 35-year review period (i.e., 1984–2019) to correspond with Helms’s (1984) foundational work on WRI. We reviewed article abstracts to identify an initial sampling unit pool (N = 185 articles; 29 qualitative [15.6%], 56 quantitative [30.3%], and 100 theoretical [54.1%]). In pairs, we reviewed the initial pool to more closely examine each sampling unit for inclusion in analysis. We excluded 122 articles upon closer inspection (e.g., special issue introductions, personal narratives or profiles, broader focus on social justice issues, ethnic identity, multiculturalism, or primary focus on another racial group). This resulted in a final sample of 63 articles—eight qualitative (12.7%), 38 quantitative (60.3%), and 17 theoretical (27.0%; see Table 1). Research Team Our team consisted of four researchers: two counselor education faculty members and two counselor education doctoral students. We all identify as White. Hannah B. Bayne and Danica G. Hays hold doctorates in counselor education, and Luke Harness and Brianna Kane hold master’s degrees in school counseling and mental health counseling, respectively. We were all trained in qualitative research methods, and Bayne and Hays have conducted numerous qualitative research projects, including previous content analyses. Bayne and Hays trained Harness and Kane on content analysis through establishing coding protocols and coding together until an acceptable inter-rater threshold was met.
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