International Advisees' Perspectives on the Advising Relationship in Counseling Psychology Doctoral Programs

Abstract

Ten international students in U.S.-based counseling psychology doctoral programs were interviewed regarding their experiences as doctoral students, especially their advising relationship. Data were analyzed using consensual qualitative research (CQR). Participants reported more challenges than benefits of being international students, and more often described their doctoral programs as not culturally receptive than receptive to international students. Despite this assessment of the overall doctoral program, they described their own advising relationships as predominantly positive. Many international students discussed with their advisor their difficulties adjusting to a new environment and being away from home, and identified unique personal and professional needs as international students. Participants recommended that international students openly communicate with and seek a good relationship with their advisors, and also recommended that advisors of international students seek to understand and attend to international students' culture and the challenges of being an international student. Implications for training and research are addressed.