Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

Abstract

This phenomenological study explored the impact of the rural context on the experiences of rural school counselors related to their professional identity construction. The author interviewed six participants in their respective communities and identified three themes—(a) the tight-knit community, (b) permeable professional/personal boundaries, and (c) fewer resources—as characteristics of the rural context that influence school counselors’ professional identity construction. This article presents implications and provides recommendations for practicing school counselors and counselor education programs.