Resisting Burnout: The Role of Community in Easing Emotional Exhaustion for Black Women Doctoral Students in CES

Black women in Counselor Education and Supervision (CES) programs encounter intersecting racialized and gendered stressors that heighten emotional exhaustion and contribute to attrition. This mixed-methods study examined how supportive networks relate to exhaustion and persistence among Black women doctoral students in CES. Quantitative data from an online survey (N = 51; M age = 35.78) assessed perceived social support and emotional exhaustion across enrollment statuses. Analyses indicated significant group differences, with withdrawn students reporting the highest exhaustion and the lowest support, and graduated students reporting the most support. Qualitative data from individual interviews and a focus group (n = 10) were analyzed using a modified Straussian Grounded Theory approach. Open, axial, and selective coding identified core categories linking peer mentorship, counter-spaces, and culturally responsive environments to reduced exhaustion and stronger commitment to degree completion, while Strong Black Woman schema and experiences of marginalization amplified strain and hindered help seeking. Member checking at two points, after individual interviews and following the focus group, and triangulation across data sources, enhanced credibility. Findings support the need for CES programs to implement formal mentorship, culturally affirming peer networks, and faculty practices that address microaggressions and support well-being into the program curriculum. These steps may mitigate emotional exhaustion and improve retention for Black women in CES.