The Professional Counselor | Volume 10, Issue 4 491 internal auditor, and a White male in his third year as a clinical assistant professor participated as the external auditor. Both doctoral students had completed two courses that covered qualitative research design, and all three faculty members had experience utilizing grounded theory. Prior to beginning our work together, we discussed our beliefs and experiences related to RI development. All members of the research team were in training to be or were counselor educators and researchers, and we acknowledged this as part of our positionality. We all agreed that we value research as part of our roles as counselor educators, and we discussed our beliefs that the primary purpose of pursuing a doctoral degree is to gain skills as a researcher rather than an advanced counselor. We acknowledged the strengths that our varying levels of professional experiences provided to our work on this project, and we also recognized the power differential within the research team; thus, we added auditors to help ensure trustworthiness. All members of the core research team addressed their biases and judgments regarding participants’ experiences through bracketing and memoing to ensure that participants’ voices were heard with as much objectivity as possible (Hays & Wood, 2011). We recorded our biases and expectations in a meeting prior to data collection. Furthermore, we continued to discuss assumptions and biases in order to maintain awareness of the influence we may have on data analysis (Charmaz, 2014). Our assumptions included (a) the influence of length of time in a program, (b) the impact of mentoring, (c) how participants’ research interests would mirror their mentors’, (d) that beginning students may not be able to articulate or identify the difference between professional identity and RI, (e) that CEDS who want to pursue academia may identify more as researchers than in other roles (i.e., teaching, supervision), and (f) that coursework and previous experience would influence RI. Each step of the data analysis process provided us the opportunity to revisit our biases. Participants and Procedure Individuals who were currently enrolled in CACREP-accredited counselor education and supervision doctoral programs were eligible for participation in the study. We used purposive sampling (Glesne, 2011) to strategically contact eight doctoral program liaisons at CACREP-accredited doctoral programs via email to identify potential participants. The programs were selected to represent all regions and all levels of Carnegie classification. The liaisons all agreed to forward an email that included the purpose of the study and criteria for participation. A total of 11 CEDS responded to the email, met selection criteria, and participated in the study. We determined that 11 participants was an adequate sample size considering data saturation was reached during the data analysis process (Creswell, 2007). Participants represented eight different CACREP-accredited doctoral programs across six states. At the time of the interviews, three participants were in the first year of their program, five were in their second year, and three were in their third year. To prevent identification of participants, we report demographic data in aggregate form. The sample included eight women and three men who ranged in age from 26–36 years (M = 30.2). Six participants self-identified as White (non-Hispanic), three as multiracial, one as Latinx, and one as another identity not specified. All participants held a master’s degree in counseling; they entered their doctoral programs with 0–5 years of post-master’s clinical experience (M = 1.9). Eight participants indicated a desire to pursue a faculty position, two indicated a desire to pursue academia while also continuing clinical work, and one did not indicate a planned career path. Of those who indicated postdoctoral plans, seven participants expected to pursue a faculty role within a research-focused institution and three indicated a preference for a teaching-focused institution. All participants had attended and presented at a state or national conference within the past 3 years, with the number of presentations ranging from three to 44 (M = 11.7). Nine participants had submitted manuscripts to peer-reviewed journals and had at least one manuscript published or in press. Finally, four participants had received grant funding.