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Council for Accreditation of Counseling and Related Educational Programs (CACREP) at Historically Black Colleges and Universities (HBCUs)

Sibyl Cato West and James L. Moore III
The Journal of Negro Education
Vol. 84, No. 1, Special Focus: College Opportunities and Resources for Survival in Education (Winter 2015), pp. 56-65
DOI: 10.7709/jnegroeducation.84.1.0056
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.84.1.0056
Page Count: 10
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Council for Accreditation of Counseling and Related Educational Programs (CACREP) at Historically Black Colleges and Universities (HBCUs)
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Abstract

This qualitative investigation examined counselor educators’ perceptions of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) at historically Black colleges and universities (HBCUs). Specifically, this study investigated the barriers for seeking, maintaining, or achieving CACREP accreditation. For this study, the researchers used in-depth, individual interviews and biographical questionnaires, and the sample comprised 14 HBCU counselor educators at both CACREP-accredited and non–CACREP-accredited institutions. The three major themes that emerged from participant responses were (a) resources needed to obtain and maintain CACREP accreditation; (b) multiple interpretations of requirements; (c) validation received from being CACREP accredited. Practical applications and recommendations for future research are offered.

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