The Journal of Multicultural Counseling and Development

Black Americans with disabilities: A focus on solutions and culturally responsive services and interventions

Submission deadline: November 15, 2024

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 is currently inviting submissions of research, professional practice, and historical analyses focused on the experiences of Black Americans with disabilities. This special issue aims to highlight the strengths, dignity, and humanity of African Americans while exploring innovative solutions in rehabilitation counseling and vocational services, including employment and job training, that effectively address the needs of Black clients.

People with disabilities continue to face both overt and covert discrimination worldwide, and they represent the largest underrepresented group in the United States. Disabilities intersect with various social variables, including race, ethnicity, gender, and sexual orientation. Research consistently highlights the disproportionately adverse outcomes for Black individuals with disabilities compared to other racial groups. For instance, Bailey and Mobley (2019) cited data from the Department of Labor and the Social Security Administration, which showed that Black individuals are more likely to be disabled than Whites, Latinxs, and Asian Americans. Additionally, they documented that, across all age groups, Black individuals are more likely to die or become eligible for Social Security disability benefits.

The intersection of being Black and having a disability must be acknowledged, especially when considering both the statistics and the personal narratives that reveal the ongoing discriminatory behavior faced by people with disabilities in many institutions. For example, Wilson and Senices (2005) investigated the vocational rehabilitation (VR) acceptance rates among Latinx with disabilities, examining both their ethnicity and race. They found that Black Latinx had similar outcomes to African Americans in the VR system. Specifically, Black Latinos and African Americans with disabilities were less likely to be accepted for services in the VR system compared to White Latinos with disabilities who identified as White. It is important to note that White Latinos with disabilities experienced similarly positive acceptance outcomes as Whites in the VR system. For context, the U.S. Census and other government agencies in the United States classify Latinos as an ethnicity, not a race.

The disparate outcomes for Black individuals with disabilities, particularly Black women and men, become even more pronounced when considering the added layers of marginalized social variables, such as race and gender. For instance, Black women are often denied necessary services due to various factors, one being phenotype-based discrimination, which includes colorism and bias against other external features such as skin color, eye shape, gender, and disability (Wilson & Senices, 2010, 2008). Additionally, Black men experience the highest rate of disability compared to White, Asian, and Latino men (Ricks et al., 2019).

Disability, culture, and other social variables have been prominent research themes in several journals. Typically, these variables are examined in isolation and do not integrate other intersecting identities that contribute to an individual's marginalization. This special issue will focus on Black Americans with disabilities, emphasizing the unique experiences of Blackness in conjunction with disability. It will provide recommendations to address systems and structures that inadequately support Black clients in navigating services while living life at the intersection of race, disability and other identities/social variables (Blanchett et al., 2009). Understanding these contexts is crucial for delivering culturally responsive and appropriate services and interventions.

JMCD welcomes the submission of conceptual papers with appropriate theoretical frameworks, as well as quantitative, qualitative, or mixed-method studies. These contributions are highly valued for expanding our understanding of Blacks with disabilities. We are soliciting full-length manuscripts (no proposals). Below are some suggested topics for manuscript content, though this list is not exhaustive:

• Solutions to remedy gaps in services received by Blacks with disabilities and other intersecting social
• Employment and job training issues concerning Blacks with
• Gaps in services received (e.g., educational, social services, housing) by Black individuals with disabilities
• Best practices for Blacks with disabilities seeking human services and/or

Guest Editor:

Dr. Keith B. Wilson
University of Kentucky

Submission Guidelines/Instructions

Authors should follow the JMCD Author Guidelines and submit their manuscript through the JMCD ScholarOne 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:

• November 15, 2024 – Full-length manuscripts due.
• January 10, 2025 – Feedback and manuscript status provided to authors by blind reviewers and guest editors.
• February 10, 2025 – Second draft due with feedback to guest editors.
• March 17, 2025 – Final submission to guest editors and approval from the JMCD editor/associate editor.
• July,2025 – July articles published in the JMCD July issue.

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: 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