RACIALIZED STUDENTS’ WELL-BEING: CRITICAL INCIDENTS OF RACIAL (IN)EQUITY IN CANADIAN COUNSELLOR EDUCATION

Abstract

This study investigated factors that helped, hindered, and were wished for by racialized graduate students to promote their well-being in Canadian counselling psychology programs. Using the Enhanced Critical Incident Technique (ECIT) through a transformative and social constructivist lens, eight racialized graduate students were interviewed about their experiences of racial equity and inequity in Canadian counsellor education. Participants shared 52 critical incidents, consisting of 37 racially inequitable events that hindered well-being and 15 racially equitable events that helped well-being. Additionally, participants provided 34 wish list items for improving their well-being. Inadequate cultural safety and ruptures in trust emerged as primary barriers, while cultural safety and repair of trust served as key facilitators. Nine categories and subcategories of hindering incidents and six categories and subcategories of helping incidents were identified. Recommendations for academic institutions, particularly in counselling education, included challenging colonial practices, increasing diversity and representation, implementing anti-racist curricula, fostering intentional allyship and community support, and facilitating race-conscious dialogue and action. These findings aimed to address identified barriers and highlight actionable changes to cultivate positive transformation in counselling psychology education for racialized students.