598 The Professional Counselor | Volume 10, Issue 4 information would be helpful to decipher which of these factors has the greatest impact on recruiting, retaining, and supporting diverse students in CES doctoral programs, which would be useful information for current CES doctoral programs. Conclusion This study highlights that although more efforts to recruit and retain students from diverse backgrounds are needed, when counselor education programs are intentional and proactive, it has a meaningful impact. What seems to be effective in recruiting, retaining, and supporting diverse students is developing a connection to cultural identity, support that is personalized, and faculty involvement. When students from diverse backgrounds feel some connection to their specific cultural identity and receive personalized support, they are more likely to enter a program and persist. Finally, the involvement of faculty at all levels of the recruitment and retention process is monumental. Students from diverse backgrounds perceive counselor education programs as inviting and able to meet their cultural needs when programming is intentional and proactive. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Baker, C. A., & Moore, J. L., III. (2015). Experiences of underrepresented doctoral students in counselor education. Journal for Multicultural Education, 9(2), 68–84. Barker, M. J. (2016). The doctorate in black and white: Exploring the engagement of Black doctoral students in cross race advising relationships with White faculty. Western Journal of Black Studies, 40(2), 126–140. Behl, M., Laux, J. M., Roseman, C. P., Tiamiyu, M., & Spann, S. (2017). Needs and acculturative stress of international students in CACREP programs. Counselor Education and Supervision, 56(4), 305–318. Blackwell, J. E. (1987). Mainstreaming outsiders: The production of Black professionals (2nd ed.). Rowman & Littlefield. Blockett, R. A., Felder, P. P., Parrish, W., III, & Collier, J. N. (2016). Pathways to the professoriate: Exploring Black doctoral student socialization and the pipeline to the academic profession. The Western Journal of Black Studies, 40(2), 95–110. Brown, E. M., & Grothaus, T. (2019). Experiences of cross-racial trust in mentoring relationships between Black doctoral counseling students and White counselor educators and supervisors. The Professional Counselor, 9(3), 211–225. The Carnegie Classification of Institutions of Higher Education. (2019). Basic classification description. http://carn Castellanos, J., Gloria, A. M., & Kamimura, M. (Eds.). (2006). The Latina/o pathways to the Ph.D.: Abriendo caminos. Stylus. Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62(4), 592–607. Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE. Chen, S. Y., Basma, D., Ju, J., & Ng, K.-M. (2020). Opportunities and challenges of multicultural and international online education. The Professional Counselor, 10(1), 120–132.