Counselor Education in Technicolor: Recruiting Graduate Students of Color

Carlos Hipolito-Delgado, Diane Estrada, Marina Garcia


The dearth of ethnic diversity in the counseling field requires increased attention to strategies for recruiting graduate students of color. A case study of graduate students of color was conducted to identify factors that encouraged and discouraged them from pursuing careers in counseling. The participants in this study indicated that diversifying the counseling field, exposure to helping professionals, location of the graduate program, lack of student diversity, and program admissions requirements influenced their decision to pursue graduate degrees in counseling. Based on the findings of this study, implications for recruiting graduate students of color into counselor education programs include the need for graduate programs to demonstrate a commitment to diversity, increased clarity in admissions requirements, and providing students with guidance through the admissions process.


graduate students of color; recruitment; diversity; counselor education; admissions

Full Text:



American Counseling Association. (2014). 2014 ACA code of ethics. Alexandria, VA: American Counseling Association.

Chandler, D. R. (2011). Proactively addressing the shortage of Blacks in psychology: Highlighting the school psychology subfield. Journal of Black Psychology, 37, 99 - 127. doi: 10.1177/0095798409359774

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: Sage Publications.

Griffin, K. A. & Muñiz, M. M. (2011). The strategies and struggles of graduate diversity officers in the recruitment of doctoral students of color. Equity and Excellence in Education, 44, 57 - 76. doi: 10.1080/10665684.2011.540961

Griffin, K. A., Muñiz, M. M., & Espinosa, L. (2012). The influence of campus racial climate on diversity in graduate education. The Review of Higher Education, 35, 535 - 566. doi: 10.1353/rhe.2012.0031

McDowell, T., Fang, S., Brownlee, K., Gomez Young, C. & Khanna, A. (2002). Transforming an MFT program: A model for enhancing diversity. Journal of Marital and Family Therapy, 28, 179 - 191. doi: 10.1111/j.1752-0606.2002.tb00355.x

Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in graduate counseling program: A phenomenological analysis. Journal of Phenomenological Psychology, 45, 72 - 91. doi: 10.1163/15691624-12341269

Poock, M. C. (2007). A shifting paradigm in the recruitment and retention of underrepresented graduate students. Journal of College Student Retention, 9, 160 - 181. doi: 10.2190/CS.9.2.c

Proctor, S. L., Simpson, C. M., Levin, J., & Hackimer, L. (2014). Recruitment of diverse students in school psychology programs: Directions for future research and practice. Contemporary School Psychology, 18, 117 - 126. doi: 10.1007/s40688-014-0012-z

Proctor, S. L. & Truscott, S. D. (2013). Missing voices: African American School Psychologists perspectives on increasing professional diversity. Urban Review, 45, 355 - 375. doi: 10.1007/s11256-012-0232-3

Quarterman, J. (2008). An assessment of barriers and strategies for recruitment and retention of a diverse graduate student population. College Student Journal, 42, 947 - 967.

Robinson, M. C., Lewis, D., Henderson, D., & Flowers, C. R. (2009). Increasing minority student enrollment in counselor education. Rehabilitation Education, 23, 183 - 192. doi: 10.1891/088970109805029978

Rogers, M. R. & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61, 143 - 156. doi: 10.1037/0003-066X.61.2.143

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.

Zhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E. & Jenson, W. R. (2004). Achieving ethnic minority parity in school psychology. Psychology in Schools, 41, 442 - 450. doi: 10.1002/pits.10187



  • There are currently no refbacks.

Copyright (c) 2017 Carlos Hipolito-Delgado

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The IJP maintain the highest standards of quality and have an acceptance rate that ranges between 30% to 45% which the American Psychological Association considers an acceptable rate and its revision times ranges from 3 months minimum to 7 month maximum waiting time. The IJP uses the open journal system for submissions, review, and promulgation of the work of the interamerican psychologists. It is indexed in: Redalyc, Pepsic, DOAJ, SCOPUS.

Dedicada a expandir preservar y divulgar la Psicología de las Américas desde el 1967.