Faculty scholarly productivity in APA-accredited counseling psychology programs: gender and racial disparities

Diversifying counseling psychology programs in the United States is a core value of the profession. For this descriptive study, we reviewed the websites of all currently active American Psychological Association (APA) accredited counseling psychology and counseling psychology combined programs for publicly available information on their core faculty members’ academic rank (i.e., assistant, associate, and full professor), perceived gender, and perceived Black, Indigenous, and People of Color (BIPOC) status. The freely available Publish or Perish software (Harzing, 2007) was used to assess the productivity indices (i.e., h-index, h-index norm, papers per author, and authors per paper) of these faculty members. Using multilevel regression analyses, we found that: (1) average h-indexes were highest among full professors, (2) perceived gender identity was a significant predictor of the h-index, h-index norm, and papers per author favoring White faculty, (3) perceived BIPOC status was a significant predictor of h-index, papers per author, and authors per paper favoring White faculty. Limitations, future research directions, and implications are discussed.