The Professional Counselor | Volume 10, Issue 4 489 to reduce rates of attrition and increase feelings of competency and confidence in CEDS (Carlson et al., 2006; Dollarhide et al., 2013; Protivnak & Foss, 2009). However, Borders et al. (2014) found that faculty from 38 different CACREP-accredited programs reported that just over half of the CEDS from these programs became engaged in research during their first year, with nearly 8% not becoming involved in research activity until their third year. Although these experiences assist CEDS to develop as doctoral students, it is unclear which of these activities are instrumental in cultivating a sound research identity (RI) of CEDS. Understanding how RI is cultivated throughout doctoral programs may provide ways to enhance research within the counseling profession. Understanding this developmental process will informmethods for improving how counselor educators prepare CEDS for their professional roles. Research Identity Research identity is an ambiguous term within the counseling literature, with definitions that broadly conceptualize the construct in terms of beliefs, attitudes, and efficacy related to scholarly research, along with a conceptualization of one’s own overall professional identity (Jorgensen & Duncan, 2015; Lamar & Helm, 2017; Ponterotto & Grieger, 1999; Reisetter et al., 2011). Ponterotto and Grieger (1999) described RI as how one views oneself as a scholar or researcher, noting that research worldview (i.e., the lens through which they view, approach, and manage the process of research) impacts how individuals conceptualize, conduct, and interpret results. This perception and interpretation of research as important to RI is critical to consider, as it is common practice for CEDS to enter doctoral studies with limited research experience. Additionally, many CEDS enter into training with a strong clinical identity (Dollarhide et al., 2013), but coupled with the void of research experience or exposure, CEDS may perceive research as disconnected and separate from counseling practice (Murray, 2009). Furthermore, universities vary in the support (e.g., graduate assistant, start-up funds, course release, internal grants) they provide faculty to conduct research. The process of cultivating a strong RI may be assisted through wedding science and practice (Gelso et al., 2013) and aligning research instruction with values and theories often used in counseling practice (Reisetter et al., 2011). More specifically, Reisetter and colleagues (2011) found that cultivation of a strong RI was aided when CEDS were able to use traditional counseling skills such as openness, reflexive thinking, and attention to cognitive and affective features while working alongside research “participants” rather than conducting studies on research “subjects.” Counseling research is sometimes considered a practice limited to doctoral training and faculty roles, perhaps perpetuating the perception that counseling research and practice are separate and distinct phenomena (Murray, 2009). Mobley and Wester (2007) found that only 30% of practicing clinicians reported reading and integrating research into their work; therefore, early introduction to research may also aid in diminishing the research–practice gap within the counseling profession. The cultivation of a strong RI may begin through exposure to research and scholarly activity at the master’s level (Gibson et al., 2010). More recently, early introduction to research activity and counseling literature at the master’s level is supported within the 2016 CACREP Standards (2015), specifically the infusion of current literature into counseling courses (Standard 2.E.) and training in research and program evaluation (Standard 2.F.8.). Therefore, we may see a shift in the research–practice gap based on these included standards in years to come. Jorgensen and Duncan (2015) used grounded theory to better understand how RI develops within master’s-level counseling students (n = 12) and clinicians (n = 5). The manner in which participants viewed research, whether as separate from their counselor identity or as fluidly woven throughout, influenced the development of a strong RI. Further, participants’ views and beliefs about research were directly influenced by external factors such as training program expectations, messages received from faculty and supervisors, and academic course requirements. Beginning the process of RI