ORCID ID
0000-0003-3181-1124
Date Awarded
Spring 2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Education
Advisor
Charles R. McAdams, III
Committee Member
Victoria A. Foster
Committee Member
Kelly J. Whalon
Abstract
Counselor education pedagogy has not sufficiently recognized or incorporated current knowledge of gender differences and their potential impact on women's learning experiences. Instead, the body of research that addresses gender in counselor education refers to incorporating gender in the classroom as a topic of discussion rather than considering gender as a component in the learning process. The body of literature on counselor education pedagogy at the doctoral level remains sparse. to date, no research has recognized gender as a lens for pedagogical training in the counselor education doctorate. This phenomenological study examined the learning experiences of eight women counselor education doctoral students across three CACREP accredited counselor education programs to understand how pedagogy supported or inhibited women's development as counselor educators. Women's ways of knowing (WWK) theory (Belenky, Clinchy, Goldberger, & Tarule, 1997) offered a developmental framework for understanding women's learning preferences. Data analysis revealed five themes that indicated relationships were integral in gauging and affirming participants' learning and developmental processes. Data analysis also revealed structures in the counselor education doctorate that contributed to barriers to learning for minority students. Suggestions for re-conceptualizing the counselor education doctorate are discussed.
DOI
http://dx.doi.org/10.21220/W4H594
Rights
© The Author
Recommended Citation
Meyers, Lindsay Pennell, "A Phenomenological Investigation of Women's Learning Experiences in Counselor Education" (2016). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1463413074.
http://dx.doi.org/10.21220/W4H594
