DIGEST-Volume10.4-FULL

11 TPC Digest Dodie Limberg, Therese Newton, Kimberly Nelson, Casey A. Barrio Minton, John T. Super, Jonathan Ohrt Research Identity Development of Counselor Education Doctoral Students | TPC Digest e present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity (RI) development. We used grounded theory design for our study because of the limited empirical data about how CEDS develop a RI. Grounded theory provides researchers with a framework to generate a theory from the context of a phenomenon and offers a process for developing a model to be used as a theoretical foundation. T he core research team consisted of one Black female in the second year of her doctoral program, one White female in the first year of her doctoral program, and one White female in her third year as an assistant professor. A White male in his sixth year as an assistant professor participated as the internal auditor, and a White male in his third year as a clinical assistant professor participated as the external auditor. Individuals who were currently enrolled in counselor education doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were eligible for participation in the study. We used purposive sampling to select and contact eight doctoral program liaisons at CACREP-accredited doctoral programs via email to identify potential participants. The programs were selected to represent all regions and all levels of Carnegie classification. A total of 11 CEDS responded to the email, met selection criteria, and participated in the study. We determined that 11 participants constituted an adequate sample size considering data saturation was reached during the data analysis process. Participants represented eight different CACREP-accredited doctoral programs across six states. At the time of the interviews, three participants were in the first year of their program, five were in their second year, and three were in their third year. We collected data through a demographic questionnaire and semi-structured individual interviews, following grounded theory data analysis procedures and using three steps of coding: (1) open coding, (2) axial coding, and (3) selective coding. Data analysis resulted in a grounded theory composed of two main factors that support the overall process of RI development among CEDS: (a) research identity formation as a process and (b) value and interest in research. The first factor is the foundation of our theory because it describes RI development as an ongoing, formative process. The second factor provides an interpersonal approach to RI development in which CEDS begin to embrace “researcher” as a part of who they are. Findings reflect the process-oriented nature of RI development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as ways to model the research process. Additionally, our theory provides support for the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education. Dodie Limberg, PhD, is an associate professor at the University of South Carolina. Therese Newton, NCC, is an assistant professor at Augusta University. Kimberly Nelson is an assistant professor at Fort Valley State University. Casey A. Barrio Minton, NCC, is a professor at the University of Tennessee, Knoxville. John T. Super, NCC, LMFT, is a clinical assistant professor at the University of Central Florida. Jonathan Ohrt is an associate professor at the University of South Carolina. Correspondence may be addressed to Dodie Limberg, 265 Wardlaw College Main St., Columbia, SC 29201, dlimberg@sc.edu. A Grounded Theory W