Experiences of ACES research grants awardees: a constructivist grounded theory study

Counselor educators face challenges in securing grant funding, which shapes research capacity and professional growth. Using constructivist grounded theory, this study examined the experiences of 23 recipients of Association for Counselor Education and Supervision (ACES) research grants. Participants described professional growth, empowerment, validation, community and belonging, and alignment with organizational values. Findings suggest that research grants support professional identity and advocacy within counselor education, underscoring the importance of early funding opportunities in sustaining the profession.