422 The Professional Counselor | Volume 10, Issue 4 more represented within the literature. Further, it may be the early developmental stage of the counseling profession that, in part, explains the lack of attention to doctoral-level counselor education. Additionally, the research-to-practice gap within the counseling profession may also explain the minimum coverage of the CACREP core areas within our results. For a detailed discussion of the research-to-practice gap in the counseling profession, see Lee et al. (2014). Table 3 Number of Articles Addressing Other Foci Beyond Domains Other Focus n Dissertations 6 Persons of Color 4 Admissions 3 Program Culture 3 Attrition/Persistence 2 Career Planning 2 Motherhood 2 Problematic Behavior 2 International Students 1 School Counselor Educators 1 Spirituality 1 Student Experience General 4 Comprehensive Exams 2 International Students 1 Wellness General 2 Wellness in Motherhood 1 Workforce Issues 1 Total 38 Note. N = 38. Each article identified as having another focus was only placed into one category. Domain-Specific Discussion Across the domains, there was notably uneven coverage. With the highest occurrence (n = 11), Supervision may be more extensively covered because it is a skillset that is well-emphasized within counselor education and supervision doctoral programs. Supervision, as a professional skillset, also has significant interprofessional interest, relevance, and marketability. Professional Identity (n = 10) as a focus of doctoral-level research makes sense given the past two decades’ emphasis on unifying the profession and the resultant professional discourse around professional identity (Kaplan & Gladding, 2011). As CEDS experience a transition in their identity from practitioner to educator/researcher, professional identity is a natural topic of inquiry (Dollarhide et al., 2013). Similarly, as research skill