Grounded theory examines how various factors shape racial and professional identity in Black counseling students, suggesting new insights for education and practice.
Utilizing a grounded theory approach, the authors examined the racial and professional identity development of 15 Black students in entry‐level CACREP‐accredited counselor education programs. Using individual interviews, five factors emerged that support a theory of the intersectional nature of racial and professional identity development, including supportive networks of empowerment, collectivist responsibility, navigating racial identity and institutional barriers, transformative experiences, and personal investment. Implications for entry‐level students, counselors, and counselor education are provided.
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Gibson et al. (2026) studied this question.
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