On the Epistemic Exclusion of Counselor Educators of Color

ABSTRACT Counselor educators of Color can face various forms of oppression during their institutional lives that strip confidence, reduce productivity, and produce belonging uncertainty. One such form, epistemic exclusion (EE), is described as the intellectual marginalization of minoritized scholars through formal and informal processes of meritocratic evaluation. We deployed a sequence‐based composite method and critical hermeneutic analysis to illustrate the dialectics of EE and examine the impact of institutional bystanding on the advancement of equity and inclusion. We discuss implications for professional development and bystander training.