The Journal of Multicultural Counseling and Development

A Place for Multicultural Counseling Research, Theory and Practice

Journal of Multicultural Counseling and Development is the official journal of the Association for Multicultural Counseling and Development (AMCD), a division of the American Counseling Association. Access is available through the Wiley Online Library to AMCD members and subscribers.

For full access to this journal, you must be logged in and an authenticated AMCD division member.

Announcements

Call for Papers: Highlighting the Impact of HBCUs Counselor Education Programs

Call for Papers: Highlighting the Impact of Historically Black Colleges and Universities (HBCUs) Counselor Education Programs on the Field of Counseling

Submission deadline: January 15, 2025

Guest Editor: Dr. Micheal Brooks, North Carolina A&T State University (Email: mbrooks1@ncat.edu )

The Journal of Multicultural Counseling and Development (JMCD), the flagship peer-reviewed journal of the Association for Multicultural Counseling and Development, a division of the American Counseling Association, seeks to publish rigorous scholarly work centered on multicultural and racial/ethnic minority interests in counseling and human development. JMCD seeks scholarly submissions addressing research, professional practice, and historical analyses centered on counselor education programs situated within Historically Black Colleges and Universities (HBCUs). This special issue aims to underscore the historical and contemporary importance of these programs, highlighting their impact on the field of counseling and their role in fostering the development of Black counselor educators, supervisors, and practitioners. Submissions should examine the contributions made by HBCU counselor education programs and their continued relevance in advancing the profession.

Historically Black Colleges and Universities (HBCUs) provide various advantages, enriching their students’ educational and personal growth. HBCUs also proffer a cultural bond, fostering a more profound connection among their enrollees—a place where Black culture, history, and heritage are celebrated. However, while HBCUs primarily serve Black Americans, they welcome students of all races and ethnicities, contributing to a diverse and inclusive learning environment.

In contrast to most other institutional types, HBCUs were founded to provide higher education opportunities for Black Americans during eras of segregation and limited access to education. Despite potential financial constraints faced by HBCUs and the resource deficiencies students may encounter, these institutions exemplify a dedication to sustained excellence and serve as crucial pillars in delivering quality education. Advocacy, support from various sectors, and focused initiatives contribute to bolstering HBCUs’ continued resilience and growth.

Black students attending HBCUs, benefit from the advantages mentioned above but with greater intent and amplification. In addition to sharing a strong cultural connection to Black students, HBCUs often have a higher concentration of Black faculty and administrators, who serve as positive role models. Witnessing successful individuals with similar backgrounds may inspire and motivate students to triumphantly pursue their goals.

The confluence of HBCUs and counselor education lies in the unique role HBCUs play in shaping the development and careers of Black counselors, educators, and mental health professionals. At North Carolina A&T State University (NCA&T), under the leadership of Dr. Wyatt Kirk in April 2001, the M.S. in Community Agency (now Clinical Mental Health) counseling degree, along with the M.S. in Counselor Education (now School Counseling), became the first counseling degree programs at a HBCU to be accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Counselor education programs at HBCUs are not just about training future counselors; they are about serving as critical spaces for addressing Black (and other minoritized groups) communities' unique social, cultural, and historical needs. This commitment to diversity and inclusion is a cornerstone of HBCUs. This intersection is significant in several ways. Counselor education at HBCUs continually emphasizes culturally responsive practices, equipping graduates to work effectively with diverse populations, particularly those from marginalized communities. The programs are tuned to the lived experiences of Black individuals, fostering a deeper understanding of how systemic racism, social inequality, and cultural identity influence mental health and counseling practices.

Historically, HBCUs empower African Americans through education, and counselor education programs at these institutions contribute to this legacy by producing professionals who are deeply rooted in the values of social justice, advocacy, and community uplift. This historical legacy informs the pedagogy and practice of counseling at HBCUs, making them stand out with their unique approach to professional training. Most recently, HBCU-based counselor education (PhD) programs have been pivotal in cultivating Black counselor educators. They provide a supportive environment for Black students to develop leadership skills, engage in research, and contribute to the advancement of the counseling profession. The meeting of HBCUs and counselor education is a dynamic space where history, culture, and professional training converge to produce counselors and educators uniquely equipped to serve Black communities and advocate for systemic change within the counseling profession.

This special issue will focus on counseling and counselor education training programs housed at HBCUs. We want to acknowledge and spotlight the historical contributions of HBCU programs and speak about the development of Black scholars, supervisors, and practitioners. The special issue will also discuss the current relevance of HBCUs and provide discussion points to address systems and infrastructure best practices so HBCU students and faculty can continue to thrive. JMCD welcomes submitting conceptual papers with appropriate theoretical frameworks and quantitative, qualitative, or mixed-method studies. We invite full-length manuscripts (no proposals). Below are some suggested topics for manuscript content, though this list is not exhaustive:

Empirical evidence to the development of HBCU practitioners, scholars, and faculty.
Model HBCU training programs and modalities that influence practitioner and research infrastructures.
Gaps in the counseling profession that are overlooked and unnoticed – but speak to the relevance of HBCUs and HBCU counselor education programs.

Authors should follow the JMCD Author Guidelines and submit their manuscript through the JMCD submission portal, clearly indicating that their submission is for this special issue. Each manuscript will undergo a blind review process.

The timeline for publication is as follows:

January 15, 2025 Full-length manuscripts due

April 15, 2025 Feedback and manuscript status provided to authors by blind reviewers and guest editor.

May 19, 2025 Second draft due with feedback from reviewers.

June 1, 2025 Final submission to guest editor and approval from the JMCD board

October 2025 Articles published in the JMCD

For additional information or questions, please contact the special issue editor or the Editor-in-Chief of JMCD Dr. Carla Adkison-Johnson (Email: carla.adkison-johnson@wmich.edu

Call for Papers: Broaching the Subjects of Race and other Intersectional Identities

Call for Papers: Broaching the Subjects of Race and other Intersectional Identities and Sources of Strength/Oppression During the Counseling Process

Submission Deadline: March 15, 2025

The Journal of Multicultural Counseling and Development (JMCD), the flagship peer-reviewed journal of the Association of Multicultural Counseling and Development, a division of the American Counseling Association, publishes rigorous scholarly work centered on multicultural and racial/ethnic minority interests in counseling and human development. JMCD invites submissions for a special issue exploring the application of the broaching construct across diverse disciplines. We seek manuscripts that examine how broaching – the intentional consideration and articulation of race, ethnicity, and culture – can be applied and adapted infields counseling, psychology and beyond.

Broaching refers to the counselor’s effort to initiate or respond to issues related to race, ethnicity, and culture during the counseling process (Day-Vines et al., 2007). Within the broaching framework, culture is interpreted broadly to include the manner in which race, ethnicity, gender, social class status, sexual orientation, religion, national origin, immigration status, ability-disability, etc., shape beliefs, practices, value orientations, sociopolitical realities, and worldviews. Given the symbiotic relationship between race, ethnicity, and culture, this special issue will place added emphasis on the social construction of race.

In general, counselors tend to talk to clients with relative ease about a range of counseling concerns, including but not limited to depression, anxiety, relationships, career development, etc. Ironically, counselors experience far more difficulty facilitating discussions about the contextual dimensions of race, ethnicity, and culture with clients (Day-Vines et al., 2013; Day-Vines et al., 2022a; Day-Vines et al., 2022b). Difficulty exploring issues of race and representation can lead to cultural concealment, therapeutic ruptures, and premature termination (Drinane et al., 2018), and has been attributed to, at least in part, the taboo nature of discussing issues of race and representation within a racially ambivalent and hostile society (DuBois, 1903; hooks, 1992). Additively, experts assert that counselors may sidestep racial and cultural discussions with clients due to a lack of tools to facilitate conversations around race, fear that conversations may spiral outside of the counselor’s control, or apprehensions that they may appear incompetent to the client (Bonilla-Silva, 2021; Utsey et al., 2002). Despite the challenges that some counselors encounter when discussing race, ethnicity, and culture with clients, a growing body of literature has documented the need for exploring the client's sociocultural and sociopolitical realities during the counseling process (Day-Vines et al., 2020; Day-Vines et al., 2021; Hook et al., 2013; Jones & Welfare, 2017). A spate of previous research indicates that discussions of race, ethnicity, and culture increase the depth of client self-disclosure, enhance the therapeutic alliance, promote counselor credibility, and increase the client’s likelihood of returning for follow-up sessions (Drinane et al., 2018; Zhang & Burkard, 2008).

More recently, scholars have begun to measure counselors’ broaching efforts empirically in disciplines such as counseling, psychology, and psychiatry (Cogan et al., 2023; Day-Vines et al., 2013; Day-Vines et al., 2022; Depauw et al., 2023), tailor the broaching framework to address the sociocultural and sociopolitical realities of specific populations(Anandavalli, 2022), apply to the framework to clinical supervision (Jones et al., 2020; Jones et al., 2023), and assess clients’ perceptions of their counselors’ broaching efforts (Day-Vines et al., 2024; Depauw et al., 2024).

Given this backdrop, JMCD welcomes articles from a wide range of disciplines and industries that expand our current conception of the broaching construct.

Scope

We welcome quantitative, qualitative, mixed-methods, conceptual, and theoretical manuscripts that:

Explore broaching in Counseling, Psychology, Social Work and disciplines such as:
- Linguistics
- Medical sciences and allied health
- Medical anthropology
- Business and organizational development
- Law and criminal justice
- Public policy
- Arts and humanities
- STEM (e.g., engineering, computer science, AI)
Examine how broaching can be adapted to address:
- Professional-client interactions in various fields
- Policy formulation and analysis
- Workplace dynamics and organizational culture
- Research methodologies and ethics
- Curriculum development and pedagogy
- Public engagement and community outreach
- Technology design and implementation
Investigate the impact of broaching on:
- Professional relationships and trust-building
- Service delivery and outcomes
- Innovation and problem-solving
- Equity and inclusion initiatives
- Cross-cultural communication and collaboration

We particularly encourage interdisciplinary approaches that bridge concepts from counseling and psychology with other fields to create novel applications of the broaching construct.

Guest editor
Dr. Norma L. Day-Vines
Johns Hopkins University (norma.dayvines@jhu.edu);

Submission Guidelines/Instructions

Authors should follow JMCD Author guidelines and submit manuscripts through the JMCD Research Exchange submission platform, clearly indicating that their submission is for this special issue. Each manuscript will undergo a blind review process.

The timeline for publication is as follows

March 15, 2025: Full-length manuscript due;
May 15, 2025: Feedback and manuscript status provided to authors by JMCD Editorial Board (traditional blind review) and guest editor
June 16, 2025: Second draft due with feedback from reviewers
July 1, 2025: Final submission to guest editor and approval from the JMCD /associate editor
January 2026: Articles published in the JMCD

For additional information or questions, please contact the special issue editor or the Editor-in-Chief of JMCD Dr. Carla Adkison-Johnson (Email: carla.adkison-johnson@wmich.edu).