This conceptual article explores how rhetorical theories and digital contexts can inform LGBTQ+ counselor-in-training (CIT) professional identity development. Constructing connections between classical rhetoric, queer theory, and digital rhetoric, the article theorizes how digital environments shape LGBTQ+ identity construction (Hammack & Manago, Citation2025) and professional identity formation. Rhetorical listening, métis and love, and disidentification are proposed as strategies for resisting harmful discourses and fostering authentic identity development. These strategies support multimodal pedagogical practices that engage CITs in reflective, intersectional inquiry. Affirming pedagogical approaches grounded in rhetorical theory further helps counselor educators support LGBTQ+ CITs navigating complex sociocultural and professional landscapes.
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Franco Dispenza (2026) studied this question.
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