Date of Award

4-2024

Degree Name

Doctor of Philosophy

Department

Counselor Education and Counseling Psychology

First Advisor

Glinda Rawls, Ph.D.

Second Advisor

Stephen E. Craig, Ph.D.

Third Advisor

Mark St. Martin, Ph.D.

Fourth Advisor

Michelle Metro-Roland, Ph.D.

Keywords

Career development, counselor education, doctoral program, doctoral students, international students, socialization

Abstract

Becoming a counselor educator is a complex and rigorous process wherein students grow both personally and professionally (Dollarhide et al., 2013). Throughout this process, students develop in accordance with doctoral competency standards (CACREP, 2021) which help socialize them into the role of professor. For international learners, their education has historically included unique challenges such as language barriers (Behl et al., 2017; Hegarty, 2014; Jang et al., 2014; McDowell et al., 2012; Ng, 2012; Pollock et al., 2017; Sato & Hodge, 2015; Sherry et al., 2010), cultural adjustment (Jang et al., 2014; Kuo et al., 2018; Woo et al., 2015), and lack of support (Berry et al., 1987; Wu et al., 2015; Zhang et al., 2022) that can challenge their professional growth. In an effort to provide a more holistic view of international scholars and their experience, this study sought to understand how the process of professional socialization impacted the career development of this student group within the Counselor Education field. Using a qualitative phenomenological research design, results revealed three themes describing participants’ experiences with professional socialization and the connection this and other elements had with their career development. The three themes include: (1) Institutional Impact, (2) International Realities, and (3) International Lens. Implications for Counselor Education programs and institutions are given and suggestions for future research are provided.

Access Setting

Dissertation-Open Access

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