A counterstory of resistance: The professional identity development of Latinx doctoral students in counseling programs

Abstract

This qualitative study applies a Latino Critical Race theoretical perspective to explore the role of White power and privilege on the professional identity developmental experiences of eight Latinx doctoral students in counseling programs. Three themes captured their counterstory: (a) being one of the few, (b) navigating professional identity, and (c) becoming a counselor educator. Implications aimed at retaining students of color and diversifying faculty are provided.