Race Is in the Room but Not on the Table
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Authors
Butler, Michelle Andrea
Issue Date
2004
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
Use of mental health services by minority populations continues to increase and is receiving much-needed attention in the field of psychology (Sue & Sue, 1999). In essence, the need for multicultural competency has caused a paradigmatic shift, increasing the strains on an already complex and dynamic supervisee/supervisor relationship. Garret, Border, Crutchfield, and Torres-Rivera (2001) assert, " multicultural supervision occurs when two or more culturally different person, with different ways of perceiving their social environment and experiences are brought together in a supervisory relationship" (p. 25). Thus, a supervisor who has a working knowledge of the role culture plays and how it is played out in supervision may better be able to attend and respond to the supervisee's needs. When a Black supervisee and a White supervisor come together, what is required if the supervisor and supervisee is to talk about race as it pertains to themselves, the client and the larger society? Many contend that the acknowledgement of race is critical, but what makes the discussion of race possible between a Black supervisee and a White supervisor given the historical and personal legacy both bring to the table? Few are clear about how and when to raise the issue of race and most importantly what it means to talk about race. Some researchers cannot articulate how racial difference is played out in supervision but nonetheless agree its impact is felt. This qualitative study examined the phenomenon of discussing race in a Black supervisee/White supervisor dyad. Data from interviews with four Black supervisees were analyzed, utilizing a descriptive phenomenological method. The data suggest that a supervisor who was aware of the historical legacy of racism and how the legacy played out within the context of supervision was likely to encourage an authentic dialogue around race. Other salient elements included the supervisor's awareness of her own values, her assumptions, and biases and her ability to explore how these factors impacted the supervisory process either overriding or perpetuating the legacy of racism.