Brean'A Parker

The last few decades have ushered in an increase in scholarship focused on campus-based violence, specifically sexual violence, sexual assault, and unwanted sexual experiences. This rise in sexual violence scholarship has promoted the examination of current campus-based interventions, resources, and response systems. However, there exists a dearth of research exploring the experience of intimate partner violence for college students within college/university settings. In this descriptive analysis, we capture the prevalence of intimate partner violence for a nationwide sample of 1,035 college students across diverse college and university campuses within the United States. Researchers utilized a sociodemographic questionnaire and the Intimate Partner Violence Screening Questionnaire to capture and measure college students’ experiences of intimate partner violence during the COVID-19 pandemic. To analyze the data, the Statistical Package for Social Sciences (SPSS 28) was used. Univariate analyses and cross-tabulation analyses were conducted to examine the data. Specifically, due to the majority of research focusing on cisgender, White heterosexual women respondents, we focus our analysis on the experiences of Black and/or African American survivors of intimate partner violence on college campuses, in hopes of capturing the prevalence of intimate and relationship violence for Black/African American college students across colleges and universities. Results of this study revealed the prevalence of all types of intimate partner violence and abuse such as emotional/psychological, physical, and sexual violence within Black/African American college students. Findings from this database study produce implications for college/university campuses to consider capacity to address enduring psychological concerns and outcomes tied to intimate partner violence within college/university campuses, while also considering culturally responsive prevention and intervention efforts.

This chapter discusses how the authors (two BIPOC, one white, one mid-career, two early-career) embodied JEDI (justice, equity, diversity, inclusion) as they co-built the vision and foundations of a college-based JEDI office. In doing so, they describe ways the structural (and spiritual) JEDI space can be transformative for students, faculty, and staff if these spaces are firmly situated in a lineage of abolitionist and liberatory work. In this chapter, readers are invited to explore their own Black, Indigenous, and People of Color (BIPOC) identity and consider how our ancestors have always called for action to address injustice and discriminatory practices as we work for intergenerational justice for our communities.

While Black women are entering academe at increasing rates, they still remain underrepresented in the counselor education academic workforce. Empirical literature suggests that lack of educational infrastructure, challenging sociocultural climates and fewer possibility models within academe are factors for low matriculation of Black women doctoral students into academic positions in counselor education. Utilizing collaborative autoethnography (CAE), we explore teaching mentorship relationships among Black women (N = 4) counseling faculty and doctoral students. We also examine how mentoring relationships shape Black women’s professionalization within academe in a manner that fosters the embodiment and practice of social justice andragogy. CAE narratives revealed teaching mentorships as promoting social justice-based teaching andragogy, cultural praxis of community as liberative and providing a blueprint for transformative praxis among mentees in counselor education training programs. Implications for counselor educators from our findings identify the importance of implementing programmatic infrastructure and culturally- responsive mechanisms to be considered in support of Black women students’ matriculation into academe.