Ph.D. (Doctor of Philosophy)
Department of Counseling and Higher Education (CAHE)
The research questions guiding this study include: How do doctoral-level students or recent graduates of color within counselor education and supervision programs describe the manifestations of power in the context of their program and university? What experiences with power do counselor educators in training (CEITs) cite as memorable in their counseling program? A phenomenological-based approach was chosen to understand the experiences with power. Using purposive and criterion sampling methods, three participants were recruited and selected. Rich descriptions of participants’ experiences with power were obtained by conducting semi-structured interviews composed of open-ended questions. Using the modified Stevick-Colaizzi-Keen method as described by Moustakas (1994) and the simplified version of Moustakas by Creswell and Poth, data from the verbatim transcriptions were examined and analyzed. Four themes and eight total subthemes emerged from the data of participants’ experiences with power. The themes revealed that participants’ power experiences included power being relational, power connected to position, participants’ experiences with power created positive and negative feelings and states of being and power as detrimental or productive.
Dyson, Sharazazi, "Perspectives of Power: Phenomenological inquiry Exploring the Manifestation of Power in Doctoral Programs" (2022). Graduate Research Theses & Dissertations. 6992.
Northern Illinois University
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