A qualitative study of challenges faced by international doctoral students in counselor education supervision courses

Professional Identity Development and Multicultural Identity Among International Counselor Education Doctoral Students

“…We sought to examine the intersection of multicultural and professional identities among international CE doctoral students. Consistent with previous research (Georgiadou, 2014; Jang et al, 2014; Lau & Ng, 2012; Mittal & Wieling, 2006; Ng & Smith, 2009), all participants described unique challenges domestic students did not encounter, including language barriers, institutional challenges (e.g., problems with paperwork, problems with visas), and degree reciprocity. However, a new finding was how these unique challenges complicated professional development.…”

“…Many participants also described how they developed greater awareness of their cultural identities through social interactions. Whereas previous studies with international CE students have highlighted the importance of cultural identities in the context of adjustment difficulties (Jang et al, 2014; Mittal & Wieling, 2006; Ng & Smith, 2009), our findings holistically consider cultural identities that are important to international CE students.…”

“…Second, international CE doctoral students may also encounter difficulties with supervisory experiences because of cultural worldviews that could result in tension and disagreement (Killian, 2001). For example, Jang et al (2014) found that many participants experienced difficulties in supervision due to cultural differences in the supervision dyads and unfamiliarity with their supervisee's clients’ cultural contexts. Similarly, Woo et al (2015) found that many international CE doctoral students perceived faculty supervisors and/or White peers as culturally insensitive and unsupportive; as a result, participants compensated (e.g., mentorship from scholars in their home countries) to develop professionally.…”

“…An examination of the role of culture in professional identity is warranted as career experiences are intertwined with cultural and social contexts (Piore & Safford, 2006) and contribute to how counselor educators integrate their graduate program experiences and professional identities (Nelson & Jackson, 2003). Scant attention to the experiences of international CE doctoral students’ professional identities can perpetuate feelings of disorientation and lack of support (Jang et al, 2014; Mittal & Wieling, 2006) and undermine professional identity development. The current study can be used to help CE programs address institutional issues that can impede international CE students’ development as counselor educators.…”

“…Although there are various studies detailing the acculturative challenges international CE doctoral students encounter in their programs (e.g., Jang et al, 2014; Mittal & Wieling, 2006; Smith & Ng, 2009), there are no studies examining how these challenges affect professional identity development. Many international CE doctoral students supervise future counselors (Woo et al, 2015) and possess unique strengths as counselors‐in‐training; they foster diverse perspectives (Mittal & Wieling, 2006; Ng, 2006a) and share their leadership and advocacy experiences (Lau & Ng, 2012; Smith & Ng, 2009).…”