| The growing number of literature on the experiences of international graduate students (Interiano
& Lim, 2018; Joshi et al., 2021; Lertora & Croffie, 2019; Seyeneh, 2018; Woo et al., 2015) have
not only highlighted the emergence of ‘Internationalism’ within the profession of counseling and
counselor education, it has also shed light on marginalization of the international faculty
population not just within the profession but also in research and scholarship. Addressing the
dearth in literature and the marginalization of international faculty members in counseling and
counselor education programs, this study utilized Corbin and Strauss (2015) grounded theory
methodology to explore the transitional processes of international doctoral students and faculty
members as they become ‘international’ counselor educators in the US.
In collaboration with six international counselor educators, a grounded theory of Transit
& Transform: Exploring the Transitional Processes of International Doctoral Students and
Faculty Members in the US was co-constructed. Three categories emerged from this process: (i)
Challenges/Barriers, (ii) Motivators, and (iii) Support Strategies that delineated the complex,
layered transitional journeys of these counselor educators. Findings of this study have
hierarchical implications on counselor educators (international and domestic), counselors-in-
training, higher education institutions and professional organizations that attest to the excellence
in the field of counseling and counselor education. Strategies for retention and success, and
recommendations for future research (both qualitative and quantitative) have also been
provided.
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Keywords: international, counselor educators, retention, success strategies, grounded |