TPC Journal V8, Issue 1 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 1 49 was used as a theoretical guide to obtain a reduced yet representative subset (sample) of statements from the concourse (for additional information on Q sample construction, see Paige & Morin, 2016). First, the lead author organized the 432 statements into two broad categories: informal and formal mentoring styles (Borders et al., 2012). Duplicate, fragmented, and unclear statements were identified and eliminated in this step. Then, the remaining 96 statements (i.e., 48 statements in the informal and formal categories, respectively) were each cross-referenced with two mentoring types (i.e., psychosocial and career; Kram, 1985). Similar to the first step, the lead author reviewed the content of each statement and eliminated any statements containing duplicate, fragmented, or unclear language, resulting in 52 statements across four domains: 13 statements representing informal and career, 13 statements representing informal and psychosocial, 13 statements representing formal and career, and 13 statements representing formal and psychosocial. Finally, the first author eliminated four and reworded two of the 52 statements after they were reviewed by the second, third, and fourth authors, resulting in a final sample of 48 statements (12 statements per domain). This final group of statements is called the Q sample, which in this case is a collection of statements that represent counselor educators’ perspectives on how to mentor CEDS in teaching. The 48-item Q sample constructed by the first author was reviewed by the second, third, and fourth authors to ensure that each item was unique and did not overlap with other statements, and was Table 2 Demographics of Counselor Educators Providing Opinion Statements for Concourse (N = 54) Age n (%) Racial Identity n (%) 25–30 0 (0%) African American 4 (7%) 31–35 8 (15%) Native American/Indigenous 1 (2%) 36–40 13 (24%) Caucasian 38 (70%) 41–45 7 (13%) Hispanic/Latino(a)/Chicano(a) 5 (9%) 46–50 4 (7%) Multiracial 3 (6%) 51–55 7 (13%) Biracial 3 (6%) 56–60 7 (13%) 61–65 4 (7%) 66–70 3 (6%) 71–75+ 1 (2%) Gender n (%) Primary Professional Identity n (%) Female 33 (61%) Counselor Educator 51 (94%) Male 19 (35%) School Counselor Educator 3 (6%) Transgender 1 (2%) Gender Fluid 1 (2%) Sexual Identity n (%) Academic Rank n (%) Lesbian 3 (6%) Professor 9 (17%) Gay 4 (7%) Associate Professor 18 (33%) Bisexual 4 (7%) Assistant Professor 27 (50%) Heterosexual 43 (80%)