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Perceived racial microaggressions by White supervisors were examined through a qualitative analysis of 10 self-identified Black doctoral supervisees in counseling and clinical psychology. Results indicated 7 microaggression themes directed toward this group: (a) invalidating racial–cultural issues, (b) making stereotypic assumptions about Black clients, (c) making stereotypic assumptions about Black supervisees, (d) reluctance to give performance feedback for fear of being viewed as racist, (e) focusing primarily on clinical weaknesses, (f) blaming clients of color for problems stemming from oppression, and (g) offering culturally insensitive treatment recommendations. The impact of these racial microaggressions was found to be detrimental to Black trainees, the supervisory relationship, and, indirectly, to clients of color. Implications of the findings are discussed.

 

A primary goal of clinical supervision is to help counseling and clinical trainees develop the necessary skills and expertise to ensure an optimal level of treatment and care for their clients (Gardner, 2002; Young, 2004). With the changing demographics of our nation, the supervisory triad of client, supervisee, and supervisor increasingly will reflect differences in race, ethnicity, and culture (Halpert & Pfaller, 2001; Toporek, Ortega-Villalobos, & Pope-Davis, 2004). The majority of work on cultural competence has focused primarily on helping practitioners and trainees develop multicultural awareness, knowledge, and skills so that they can deliver appropriate services to an increasingly diverse clientele (Burkard et al., 2006; Estrada, Frame, & Williams, 2004). To promote the cultural competence of supervisees, it is essential that racial–cultural issues and dynamics are openly addressed, explored, and processed in safe supervision contexts (Constantine, 1997). Unfortunately, an open and honest dialogue on race, culture, and ethnicity is not an easy...