Natoya Haskins

Profile

Dr. Natoya Hill Haskins is an associate professor of counselor education as well as Associate Dean and  Director of Diversity and Inclusion. During her 15-year career in counseling and counselor education, she has been committed to equity and inclusion. In her first year at William & Mary, Dr. Haskins developed the Social Justice and Diversity Research Fellows Program for graduate students, with the aim of addressing research training disparities for students of color who are interested in conducting equity and social justice research. 

Her research agenda is very much influenced by her previous work as a school counselor as well as her experiences as an African American first-generation woman in the academy; consequently, her agenda consists of two interrelated areas, both of which are grounded in the elements of Critical Race Theory  (i.e., counter storying, intersectionality, colorblindness, social justice): 

• African American Women Experiences and Support Frameworks 
  • Counter story-telling of intersectionality in counselor education 
  • Counseling and curriculum frameworks that counteract colorblindness and racism 
• School counselors’ role as social justice advocates for marginalized students

Dr. Haskins is the 2022-2023 President of the Association of Counselor Education and Supervision.  Prior to that, she served as Treasurer of the Association of Multicultural and Counseling Development (2020-2021) and the President of the Southern Association of Counselor Education and Supervision (2017-2018).

Education

Ph.D. in Counselor Education, William & Mary, 2011
M.Div. in Theology, Virginia Union University, 2008
M.Ed. in School Counseling, Virginia Commonwealth University, 2005
B.S. in Speech Communications, James Madison University, 2001

Selected Publications

Haskins, N.H., Herman, K., Moore, A., Pignato., L., & Olds, K. (2020).  The experiences of masters counseling students engaged in cognitive developmental doctoral supervision. Journal of Counselor Preparation and Supervision, 13(2).  http://dx.doi.org/10.7729/42_1331

Haskins, N. H., Hughes, K., Crumb, L., & Brown, S. (2019).  Postmodern Womanism: Dismantling the Imposter Phenomenon for Black American College Students.  The Negro Review in Education, 70, 5-26. 

Crumb, L., Haskins, N. H., & Dean, D. (2019).  Illuminating social-class identity:  The persistence of working-class African American women doctoral students. Journal of Black Studies, online publication. http://dx.doi.org/10.1037/dhe0000109

Appling, B., Haskins, N.H., & Daigle, J. (2018).  The adult development experiences ofAfrican American mothers: Illuminating generativity processes. Adultspan, 17, 58-70.

Haskins, N.H. & Singh, A. (2017).  Advocacy Competency of School Counselors: An Exploratory Factor Analysis. (Professional School Counseling).

Haskins, N.H. & Crumb, L. (2017). An integrative approach: Relational cultural theory and cognitive behavior therapy in college counseling. (Journal of College Counseling). 

Haskins, N. & Appling, B. (2017).  RCT and reality therapy: A culturally responsive integrative framework. Journal of Counseling & Development, 95, 87-99. 

Haskins, N.H., & Singh, A. (2016).  Advocacy Competency of School Counselors: An Exploratory Factor Analysis.  Professional School Counseling, 20(1), 149.

Haskins, N.H., Daigle, J., Sewell, C., Appling, B., Crumb, L., & Trepal, H. (2016).The intersectionality of African American mothers in counselor education. Counselor Education and Supervision, 55, 60-75. 

Haskins, N.H. & Singh, A. (2015). Critical race theory and counselor education pedagogy: Creating equitable training. Counselor Education and Supervision, 54, 288-301. 

Haskins, N.H., Phelps, R., & Crowell, C. (2015).  Critically examining Black students’ preparation to counsel White clients.  Journal of Counselor Preparation and Supervision, 7(3). http://dx.doi.org/10.7729/73.1077