Despite counselor education's longstanding
commitment to diversity, equity, inclusion, and social justice, Black doctoral
students continue to report experiences that challenge their sense of
belonging, support, and inclusion within predominantly White institutions
(PWIs). The purpose of this study was to explore the lived experiences of Black
doctoral students enrolled in CACREP-accredited counselor education programs
and to examine their perceptions of institutional efforts to create inclusive
learning communities. Guided by Black Critical Theory (BlackCrit) and Critical
Phenomenology, this qualitative study centered the voices of twelve Black
doctoral students through semi-structured interviews. Data analysis revealed
four primary themes: (a) Representation is Meaningful and Matters, (b) White
Faculty Not Providing Safe and Supportive Spaces, (c) Disingenuous and
Performative Programs, and (d) Black Students Need Community, Mentorship, and
Culturally Responsive Support. Participants described the importance of
meaningful representation, culturally responsive mentorship, and authentic
institutional commitments to diversity beyond recruitment efforts. Findings
suggest that counselor education programs must move beyond performative
diversity initiatives and intentionally cultivate environments that support the
academic, professional, and personal success of Black doctoral students.
Implications for counselor education programs include increasing
representation, strengthening faculty accountability, fostering culturally
responsive mentoring relationships, and creating systematic mechanisms for
centering Black student voices in program evaluation and decision-making. As
counselor education programs continue striving toward inclusive excellence, the
perspectives of Black doctoral students provide critical insight into how
institutions can translate diversity commitments into meaningful action.
