588 The Professional Counselor | Volume 10, Issue 4 Four of the five members of the coding team were from diverse backgrounds themselves and were influenced by their personal experiences as doctoral students. Two members of the coding team identified as cisgender, heterosexual African American females. One member identified as a cisgender, heterosexual Asian American female and another as a cisgender, heterosexual Euro-American female. The coding team members were aware of potential biases around expectations toward the programs discussed in the transcripts and recognized the need to closely examine personal perceptions and understanding of the interview data. Two coding team members observed the lack of racial/ethnic diversity at the counseling programs where they currently work. They experienced Eurocentric, non–culturally responsive methods of support and development that led them to recognize the potential bias of shared experience with multicultural participants. One coding team member was Euro-American and was a part of an all Euro-American doctoral cohort. The program they attended had an all Euro-American faculty and she wondered whether the predominantly Euro-American participants in this study had an understanding of the challenges of diverse students. Having taught in doctoral programs, this researcher was aware of potential biases around types of universities that might be successful in recruiting but less so in retaining diverse students. Participants Participants were selected based on the following study design criteria: 1) current full-time core faculty members in CES, and 2) currently working in a doctoral-level CES program that is accredited by CACREP. At the time of writing, there were 85 CACREP-accredited doctoral CES programs in the United States (CACREP, 2019). Purposeful sampling was used to identify and recruit participants who had experiences working in doctoral-level counselor education (Merriam & Tisdell, 2016). Information-rich cases were sought to understand the phenomenon of interest. Maximum variation sampling was also employed for the purposes of understanding the perspectives of counselor educators from diverse backgrounds with regard to demographic characteristics and program characteristics and to avoid premature saturation (Merriam & Tisdell, 2016). Based on the belief that counselor educator perspectives may differ by background, the research team used the following criteria to select participants: (a) racial and ethnic self-identification; (b) gender selfidentification; (c) length of time working in doctoral-level CES programs; (d) Carnegie classification of the university where the participant was currently working (The Carnegie Classification of Institutions of Higher Education, 2019); (e) region of the counselor education program where the participant was currently working, using regions commonly defined by national counselor education associations and organizations; and (f) delivery mode of the counselor education program where the participant was currently working (e.g., in-person, online; Preston et al., 2020). The 15 study participants belonged to separate doctoral-level CES programs, with no more than one participant representing each program. The sample was composed of 11 participants (73.3%) who self-identified as White, with multiracial/multiethnic (n = 1, 6.7%), African American (n = 1, 6.7%), Asian (n = 1, 6.7%), and Latinx ethnic backgrounds (n = 1, 6.7%) also represented. Seven participants self-identified as female (46.7%), eight participants as male (53.3%), and none identified as non-binary or transgender. The majority of participants identified as heterosexual (n = 14, 93.3%), with one participant (6.7%) identifying as bisexual. Participants’ experience as faculty members averaged full-time work for 19.7 years (SD = 9.0 years) and a median of 17 years, with a range from 4 to 34 years. For most of those years, participants worked
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