International doctoral students of counsellor education: becoming multicultural advocates

Abstract

ABSTRACT This qualitative study in the US examined international counselling students’ experiences of social justice advocacy and their perceptions of advocacy development during their doctoral training in counsellor education. Twelve students described being multicultural advocates as a salient part of their identity, identified factors influencing their development toward becoming a multicultural advocate while studying in the US, and shared how they integrated social justice advocacy into this identity. Exposure to social injustice and cultural insensitivity through personal experience and/or interaction with underprivileged populations were significant in the development of participants’ advocacy orientation. Future researchers could explore how to maximise cross-cultural communication between international doctoral students and their programme faculty members to facilitate students’ professional development as multicultural advocates.