The Male Experience in CACREP Accredited Graduate Schools of Counseling
The helping professions were primarily founded by males and it was not until the mid-twentieth century that females began to gain notable recognition within the field. Beginning in the latter portion of the twentieth century, a shift began to take place within the disciplines of psychology and counseling. Upon entering the twenty-first century, not only had the helping professions achieved gender parity but had continued on a trajectory that shifted the industry into a feminized vocation in which females significantly outnumbered males in both educational environments and in degrees awarded in the field of counseling. The purpose of this study was to examine the male experience in graduate schools of counseling that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This study clarified male students’ perceptions of their lived experiences and perceptions of their educative experience as a whole. As a result, counselor educators can be better equipped to assuage factors that impact male students who are pursuing degrees in counseling and help in male student retention. Being knowledgeable of these factors will help counselor educators both prevent and address these issues should they arise or if they are found to be present in current educational settings. This mixed-method embedded design study utilized semi-structured interviews to capture qualitative information. The quantitative data was collected through utilizing the Male Role Norms Inventory-Short form and descriptive statistical analysis was used to interpret the results. The qualitative data was coded and collapsed into four major themes with fourteen supporting subthemes. The quantitative data was also used to triangulate the qualitative data.
Mills, Charles DeVon