The Professional Counselor | Volume 10, Issue 4 469 Baltrinic, E. R., Jencius, M., & McGlothlin, J. (2016). Coteaching in counselor education: Preparing doctoral students for future teaching. Counselor Education and Supervision, 55(1), 31–45. https://doi.org/10.1002/ceas.12031 Barnes, B. J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education, 53(1), 47–75. https://doi.org/10.1007/s11162-011-9225-4 Bersola, S. H., Stolzenberg, E. B., Love, J., & Fosnacht, K. (2014). Understanding admitted doctoral students’ institutional choices: Student experiences versus faculty and staff perceptions. American Journal of Education, 120(4), 515–543. https://doi.org/10.1086/676923 Bickman, L., & Rog, D. J. (Eds.). (2008). The SAGE handbook of applied social research methods (2nd ed.). SAGE. Burkholder, D. (2012). Returning counselor education doctoral students: Issues of retention, attrition, and perceived experiences. The Journal of Counselor Preparation and Supervision, 4(2), 6–23. The Carnegie Classification of Institutions of Higher Education. (2019). Basic classification description. http:// carnegieclassifications.iu.edu/classification_descriptions/basic.php Cartwright, A. D., Avent‐Harris, J. R., Munsey, R. B., & Lloyd‐Hazlett, J. (2018). Interview experiences and diversity concerns of counselor education faculty from underrepresented groups. Counselor Education and Supervision, 57(2), 132–146. https://doi.org/10.1002/ceas.12098 Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE. Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. http://www.cacrep.org/wp-content/uploads/2017/08/2016-Standards-with-citations.pdf Council for Accreditation of Counseling and Related Educational Programs. (2017). Annual report 2016. http:// www.cacrep.org/wp-content/uploads/2019/05/CACREP-2016-Annual-Report.pdf Council for Accreditation of Counseling and Related Educational Programs. (2019a). Annual report 2018. http:// www.cacrep.org/wp-content/uploads/2019/05/CACREP-2018-Annual-Report.pdf Council for Accreditation of Counseling and Related Educational Programs. (2019b). Find a program. https:// www.cacrep.org/directory Creswell, J. W. & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five traditions (4th ed). SAGE. Dickens, K. N., Ebrahim, C. H., & Herlihy, B. (2016). Counselor education doctoral students’ experiences with multiple roles and relationships. Counselor Education and Supervision, 55(4), 234–249. https://doi.org/10.1002/ceas.12051 Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education doctoral students. Counselor Education and Supervision, 52(2), 137–150. https://doi.org/10.1002/j.1556-6978.2013.00034.x Hill, N. R., Leinbaugh, T., Bradley, C., & Hazler, R. (2005). Female counselor educators: Encouraging and discouraging factors in academia. Journal of Counseling & Development, 83(3), 374–380. https://doi.org/10.1002/j.1556-6678.2005.tb00358.x Hinkle, M., Iarussi, M. M., Schermer, T. W., & Yensel, J. F. (2014). Motivations to pursue the doctoral degree in counselor education and supervision. The Journal of Counselor Preparation and Supervision, 6(1), 1–19. https://doi.org/10.7729/61.1069 Hoskins, C. M., & Goldberg, A. D. (2005). Doctoral student persistence in counselor education programs: Student–program match. Counselor Education and Supervision, 44(3), 175–188. https://doi.org/10.1002/j.1556-6978.2005.tb01745.x Kim, B., Stallings, R. P., Merlo, A. V., & Lin, A. W.-C. (2015). Mentoring in criminology and criminal justice doctoral education: Doctoral program coordinators’ perspectives. Journal of Criminal Justice Education, 26(4), 390–407. https://doi.org/10.1080/10511253.2015.1049630 Kuo, P. B., Woo, H., & Bang, N. M. (2017). Advisory relationship as a moderator between research self-efficacy, motivation, and productivity among counselor education doctoral students. Counselor Education and Supervision, 56(2), 130–144. https://doi.org/10.1002/ceas.12067
RkJQdWJsaXNoZXIy NDU5MTM1