582 The Professional Counselor | Volume 10, Issue 4 programs are charged with making a “continuous and systematic effort to attract, enroll, and retain a diverse group of students and to create and support an inclusive learning community” (CACREP, 2016, section 1.K.). Yet few models exist that inform how CES programs proactively address the gap between diverse student needs and effective support. Literature is limited on this topic. Little is known about effective and comprehensive structures for recruiting, supporting, and retaining CES doctoral students from underrepresented minority (URM) backgrounds that take into consideration CACREP standards, student needs, economics, sociocultural barriers, and student opportunities. In this study, we used Federal definitions of URM status in higher education to guide our inquiry. A section of the U.S. Code pertaining to minority persons provides the following definition for minority, and it is the one we chose to use in our study: “American Indian, Alaskan Native, Black (not of Hispanic origin), Hispanic (including persons of Mexican, Puerto Rican, Cuban, and Central or South American origin), Pacific Islander, or other ethnic group” (Definitions, 20 U.S.C. 20 § 1067k, 2020). This definition is important to higher education, as it is used by institutions to allocate funding for URM students. We note here that cultural diversity also spans other aspects of minority status, such as gender identity, sexual/affectional identity, and ability/disability status, among others. We restricted the focus of this study to exploring racial identity pertinent to URM status, following the U.S. Code definition. Recruitment of Doctoral Students From URM Backgrounds Understanding the diversification of doctoral students in CES programs begins by first considering effective methods for recruitment used by those programs. Recruitment of CES doctoral students of color may necessitate intentional and active approaches, such as building personal connections in the community and family (Hipolito-Delgado et al., 2017; McCallum, 2016). CES doctoral programs might consider recruitment not as a yearly endeavor, but a long-term, day-to-day strategy. Early exposure, responsiveness to student needs (e.g., financial needs), commitment to diversity (e.g., hiring and retaining faculty members from diverse backgrounds), community relationships, and program location have all been identified as important factors to consider in the extant literature. Early Exposure and Recruitment Programs can promote more representative recruitment through earlier exposure to the disciplinary field and community connections (Grapin et al., 2016; Hipolito-Delgado et al., 2017; McCallum, 2016). Introducing the possibility of pursuing doctoral studies in CES during the high school and undergraduate experience can increase student familiarity with the profession and may promote their long-term attention to the field (Luedke et al., 2019; McCallum, 2016). McCallum (2015, 2016) found that early familial and social messages about the low viability of doctoral studies was a deterrent among African American students and that mentorship and exposure to doctoral careers by professionals can help renew interest. Many undergraduate students from culturally diverse backgrounds lack opportunities to learn and develop ownership of doctoral-level professions and in some cases lack knowledge that those professions even exist (Grapin et al., 2016; Luedke et al., 2019). Responsiveness to Needs and Commitment to Diversity To successfully recruit doctoral students from culturally diverse backgrounds, CES programs need to be responsive to potential students’ needs. In fact, a program’s commitment to diversity and the demonstration of that commitment through student and faculty representation have been found to be highly influential factors in applicants’ decisions to enter a doctoral program (Foxx et al., 2018; Grapin et al., 2016; Zeligman et al., 2015). An additional aspect of this responsiveness in recruitment is the program’s ability to ensure and provide financial support to incoming students (Dieker et al., 2013; Proctor & Romano, 2016). Given the unique barriers experienced by culturally diverse
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