The Professional Counselor | Volume 10, Issue 4 537 (Hays & Singh, 2012; Lincoln & Guba, 1985). To address confirmability and transferability, they kept an audit trail beginning with interview notes, transcripts, reflective journals, and coding pages with descriptive statements. Finally, the authors provided thick descriptions, allowing the reader to enter into the study to a greater degree to reach their own conclusions and stir further discourse around these critical issues in counselor education (Denzin & Lincoln, 2011). Results Three overarching themes centered on identity: the qualities and shifting identities of doctoral student mothers, the qualities and roles of faculty/professional and peer mentors, and the barriers and hardships that led to losses and unmet goals despite mentorship experiences. Participants shared how mentoring evolved around their identities as mothers, students, and professionals; what they experienced as support or discrimination by faculty and peers; how their mentors served as a protective factor despite hardships and barriers; and what was needed in terms of advocacy to successfully develop counselor educator identities. Theme I: Identities and Qualities of Doctoral Student Mothers Perseverance and resilience characterized the lived experiences of these doctoral student mothers facing unexpected challenges that threatened to slow progress or impede career goals. Sara, who found out she was pregnant shortly after being accepted into her doctoral program, shared, “I ended up having a really horrible labor and a C-section. My baby spent the first week in ICU. We were only home a short time after having major surgery, but I still went back to school 3 weeks later.” Natalie also shared her version of perseverance: “I took my comps when I was 38 weeks pregnant [laughter]. I had to keep standing up and going to the bathroom. ‘Then I said, I can have this baby now!’” Making the shift from student to mother or mother to professional requires integrating multiple identities and corresponding roles. “I always had it drilled into my head by my mother that I would be called ‘doctor’ before I was called ‘mom.’ So many of us are both education-oriented and familyoriented, being in counseling,” remarked Allison. Similarly, Lisa voiced how she embraced her changing identity: “You grow in confidence as a person and through motherhood. Learning what worked and what didn’t work. Just having a better sense of myself, my strengths, knowing my worth, knowing my value, and just feeling secure in it.” With the multiple identities came the challenge of meeting academic rigor and motherhood responsibilities, often with conflicting timelines. Although all the participants described themselves as serious students, they made it clear that their children were their number one priority. They willingly sacrificed time and personal needs in hopes of careers that offered greater flexibility and financial stability. “Yes, you’re exhausted because you are running a marathon every single day. At the end of the day, you don’t have that little space for yourself,” said Lisa. Mothers often felt the pull between having to choose work or studies and time with their families. Bethany, a school counselor, explained, “I struggle with mommy guilt even with my job, as my child is one of the first ones in the building and last ones to leave every day.” Bethany also recounted, “One of the biggest mom guilts is a picture of my child around the age of 5. I am sitting in a chair surrounded by books and papers as he fell asleep on the couch waiting for me to do something with him. That was really tough.” Amy described her typical schedule: I get up at 6:00, play with the kids, get them off, and get to work . . . until 10:00 pm, kids come in my bed and snuggle. Then I finish grades and go to bed at 3:00 am.