594 The Professional Counselor | Volume 10, Issue 4 about their choice: “Their comments are consistent. . . . They say, ‘We came and interviewed, and we met you, and we met the students, and we feel cared about.’” Faculty Involvement. Third, faculty involvement was an essential component of proactive and intentional efforts. Faculty involvement seemed to take a variety of forms: (a) activities related to promoting multiculturalism and social justice, (b) engagement in diverse areas of the profession and representing the program well, and (c) advocating to connect potential students to external funding resources or professional opportunities. One participant explained faculty involvement this way: “An anchor person who strongly identifies not only with their own diversity, but also with a body of scholarship related to diversity.” Another participant shared, “Our faculty have had some nice engagements with organizations and research strands focused on multiculturalism and social justice issues.” These types of involvement made an impact on the impressions of prospective students from diverse backgrounds: “We have students who came to us and said, ‘I looked at the work your faculty were doing, I looked at what they said was important on the website, and it struck a chord with me.’” Support and Retention Strategies The third major category of support and retention strategies was characterized as responding to awareness and understanding of diverse students’ perspectives, experiences, and needs while enrolled in the doctoral program. Participants reported that faculty engaged in proactive and intentional efforts that integrated considerations for cultural identity, personalized support, and faculty involvement. Awareness and Understanding As with recruitment, participants reported that successful retention and support of enrolled doctoral students integrated considerations for the students’ cultural identity as well as values, needs, and interests that are a part of that identity. One participant described exploring missing aspects of each student’s experience for the purpose of providing effective support: “It’s super important on a very regular basis to sit down with students of color specifically and talk with them about what they’re not getting . . . those conversations really are key.” Often, these personalized conversations are part of a healthy, intentional mentoring relationship in which students are purposely paired with faculty who can understand their experience, support them in navigating professional organizations, and foster success in the program and in their future career. Two participants added that an effective support strategy involves reaching out and engaging in regular conversations about student struggles and experience with microaggressions, tokenism, or other socioemotional matters. Some participants reported that diverse students may be lacking in foundational skills and knowledge that put them at a disadvantage in the doctoral program, such as deficits in research competence. Personal conversations between mentors and protégés include being “willing to have difficult conversations about skill deficits” in a manner that encourages and empowers diverse students to succeed. Proactive and Intentional Efforts Successful education of diverse doctoral students is a mission that requires thoughtful, intentional, and proactive efforts on the part of doctoral faculty. A participant whose program had a good track record in recruiting diverse students explained, “Proactive efforts take a lot of thought” and aiming for effective retention necessitates “an intentional effort, and that’s what it takes to provide comfort for a more diverse group of students.” For many participants in the study, showing intentionality started with provision of financial support in the form of scholarships, fellowships, and graduate assistantships. Doctoral faculty also advocated for students by connecting them to funding sources because financial support “is the best predictor of keeping people in the program.”
RkJQdWJsaXNoZXIy NDU5MTM1