Black Clinical and Counseling Psychology Students:
Navigating an Interpersonal Matrix
Adjoa Osei, M.S.
Chair: Danielle Knafo, Ph.D.
ABSTRACT – There is a significant underrepresentation of Black students in doctoral psychology programs. Black students’ racial, ethnic, and cultural standpoint may likely shape the development of their professional identity while in doctoral study and ultimately for the profession. Critical race theory highlights how educational systems are influenced by and can support racial inequalities and discrimination. In addition, professional development theories indicate that relationships are significant for well-being and identity formation among doctoral students. Research on Black clinical and counseling psychology students’ experience of relationships formed during their training and how these interpersonal exchanges impact their professional development is largely absent. This qualitative study sought to explore how a sample of Black clinical and counseling psychology students experienced navigating personal and professional relationships within their academic program. Based on the coding method of Auerbach & Silverstein (2003), three coders organized relevant data into themes. Through the development of a narrative, these themes were explored and understood through the lenses of critical race and professional development theories. These themes were then used to generate theoretical constructs. Recommendations were generated for the recruitment and retention of Black clinical and counseling psychology students.