The purpose of qualitative phenomenological study will be to explore the lived experience and needs of students of color in counselor education programs as it relates to culturally responsive teaching and supervision.

At this stage in the research, culturally responsive teaching and supervision will generally be defined as andragogy and supervision support that recognizes the importance of including students’ cultural references in all aspects of learning (Ladson-Billing, 1994).

Central Question:

How do graduate students of colors enrolled in counselor education programs experience culturally responsive teaching and supervision?

Subquestions:

What is the importance of experiencing culturally responsive teaching and supervision?
What is the prevalence of culturally responsive teaching and supervision?
What role does culturally responsive teaching and supervision play in the development of counselor identity?
What role does culturally responsive teaching and supervision play in the overall tone and inclusiveness of the program.
What role does culturally responsive teaching and supervision play in building resiliency of students of color in counselor education programs?