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Persistence Of Traditionally Marginalized Doctoral Students In Counselor Education: A Grounded Theory Study, Sharon Leah Bruner
Persistence Of Traditionally Marginalized Doctoral Students In Counselor Education: A Grounded Theory Study, Sharon Leah Bruner
Doctoral Dissertations
The purpose of this qualitative constructivist grounded theory study was to develop a theory regarding persistence of traditionally marginalized doctoral students in CACREP accredited counselor education programs. This study addressed two research questions: How do marginalized students persist through doctoral counselor education programs? and What factors influence persistence of marginalized students in doctoral counselor education programs?
This study included participants that identified as women, people of color, or LGBTQ who had successfully defended a dissertation proposal or were less than one year post graduation. Data was collected via three focus groups and two individual interviews with 10 participants. The researcher …