Counselor Education and Title IX: Current Perceptions and Questions

We surveyed 230 associate and full professors of counselor education about their perceptions of the promotion process to full professor and to identify factors that differentiated associate from full professors. Promotion criteria and standards varied based on the nature of participants' universities, and both experience and journal article publications predicted full professor rank. K E Y W O R D Sassociate professors, counselor education faculty, full professors, promotion criteria, scholarly productivity THE PROMOTION PROCESS FROM ASSOCIATE TO FULL PROFESSOR IN COUNSELOR EDUCATIONMuch of the literature on the career development of counselor education faculty has focused on the pretenure years and the corresponding adjustment to the role of counselor educator. This research has typically taken one of two pathways. In one pathway, researchers have used qualitative research designs to illuminate the lived experiences of new counselor educators either in general (e.g., Magnuson et al., 2009) or for specific demographic groups, such as female counselor educators with children (Stinchfield & Trepal, 2010) and Black male counselor educators (Hannon et al., 2018). In the second pathway, researchers have surveyed national samples of counselor educators as to their perceptions of the benchmarks for tenure and promotion to associate professor (Davis et al., 2006;Hatchett, 2020Hatchett, , 2021Ramsey et al., 2002). These surveys have typically assessed both the perceived criteria (i.e., the relative importance of teaching, research, and service in the evaluation process) and standards (i.e., the level of excellence defined within each area) for tenure and promotion to associate professor (Curry, 2006). As a result of these two lines of research, counselor educators now have some understanding of the experiences of those on the tenure track as well as common perceptions as to what is needed for tenure and promotion to associate professor.The importance of the pretenure years notwithstanding, these years typically account for only a small proportion of the entirety of a counselor educator's career in higher education. While counselor educators typically spend 5-7 years on the tenure-track, they may spend an additional 30-40 years as

Section: Discussionsupporting

confidence: 84%

Promotion process from associate to full professor in counselor education

Hatchett

Ripley

Fuegen

2022

“…Professional issues contributions not categorized elsewhere included presentation of an updated school counseling research agenda (Villares & Dimmitt, 2017) and Title IX perceptions and applications within counselor education (Welfare, Wagstaff, & Haynes, 2017). Scholars in one program proposed a community counseling center model focused on multicultural and social justice education (Grimmett, Beckwith, Lupton‐Smith, Agronin, & Englert, 2017), and Protivnak and Yensel (2017) explored recruiting considerations given a lack of undergraduate feeder programs within the profession.…”

Section: Professional Issuesmentioning

confidence: 99%

Counselor Education and Supervision: 2017 Inaugural Review

Minton

2019

Doctoral‐level counselor educators and program experiences across Carnegie Classifications

Hatchett

2024

Based on online survey data provided by 163 counselor educators associated with counselor education and supervision programs, this study examined the extent to which Carnegie Classifications were associated with counselor educators’ occupational experiences and their perceptions of doctoral‐level training. Implications for doctoral training in counselor education and supervision are discussed.