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

Abstract The study explored the experiences and challenges of millennial Black women faculty in counselor education. For this study, the millennial generation included the birth years 1979–1994. The purpose of the study was to understand the lived experiences of these faculty ( n = 6) and what factors contributed to their persistence in their roles as counselor educators. The research was informed by Black Feminist Thought (BFT) (Collins, 2000) and employed a transcendental phenomenological method, with researchers conducting audio-recorded individual semi-structured interviews with the faculty members. The findings revealed several themes including challenges within faculty roles, academic activism, the influence of the millennial generation, the impact and support of students, and mentorship. The study’s implications highlight the importance of academic preparation for faculty, addressing interpersonal challenges, and fostering persistence through mentorship and autonomy. The authors discussed theoretical implications about the application of BFT as well as limitations and suggestions for future research.