Mentorship and Professional Identity: Reflections of School Counselors’ Doctoral Experiences

ABSTRACT Using narrative inquiry methodology, this study explored the professional identity development (PID) of school counselors who pursued counselor education degrees, focusing on the role of mentors during their doctoral training. Findings revealed that mentors who affirmed their identities and fostered mutual, empowering relationships played a critical role in PID. We highlight the participants’ stories of PID through multivocal vignettes and discuss implications and recommendations for supporting school counselors in counselor education programs.