Foreign-Born Counselor Educators: Strengths, Challenges, and Areas of Support

Autor/inn/en	Interiano-Shiverdecker, Claudia G.; Prasath, Priscilla Rose; Eren, Ravza Nur Aksoy
Titel	Foreign-Born Counselor Educators: Strengths, Challenges, and Areas of Support
Quelle	In: International Journal for the Advancement of Counselling, 44 (2022) 1, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Interiano-Shiverdecker, Claudia G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0653
DOI	10.1007/s10447-021-09456-8
Schlagwörter	Counselor Training; Counselor Educators; Foreign Nationals; Barriers; Teacher Attitudes; COVID-19; Pandemics; Immigration; Work Environment; College Faculty; Teacher Characteristics + Suchen Sie Ihr Suchwort? Ausländer; Ausländerin; Lehrerverhalten; Arbeitsmilieu; Fakultät
Abstract	This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. To gain a deeper understanding of this topic, we utilized a convergent parallel mixed methods design with merged quantitative and qualitative findings. Quantitative results indicated that foreign-born faculty (FBF) experienced more strengths in the personal, spiritual, and health domains while facing more challenges in the social, political, and financial domains. In addition, a thematic analysis identified three overarching themes reflecting FBF's strengths, challenges, areas of support, and the impact of COVID-19: (a) adjustment as a foreign-born individual in the United States, (b) immigration status and procedures, and (c) working as a foreign-born faculty in counselor education. This article presents implications for FBF and stakeholders seeking to support this population, while also suggesting recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01