A Phenomenological Approach Exploring the Experience and Persistence of Millennial Black Women Faculty in Counselor Education in U.S.A.

Abstract From a qualitative approach, this study explored the experiences and challenges of six millennial Black women faculty in counselor education in U.S.A., born between 1979 and 1994. Adopting individual semi-structured interviews, the themes in the findings indicate that the millennial Black women counselor educators experience several complexities in their roles related to the academic preparation for faculty, interpersonal challenges within their role, and maintaining modes of persistence through mentorship and autonomy in class selection. Implications for academic preparation for faculty, millennial Black women counselor educators, interpersonal challenges and persistence through mentorship and autonomy are discussed, followed by recommendations for future research.