Date of Conferral

1-19-2026

Date of Award

January 2026

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Maria Airhart-Larraga

Abstract

Despite the growing demand for mental health services in Spanish, bilingual counselors are often ill-equipped to provide services in Spanish and frequently enter state-required supervised licensure without adequate training or opportunities for clinical supervision to support their growth as bilingual counseling professionals. The purpose of this qualitative narrative inquiry was to answer the research question: What are the narratives of first-generation Mexican American bilingual counselors during supervised licensure? Guided by Anzaldua’s Borderlands Theory as a conceptual framework, data were collected from eight participants through semi-structured virtual interviews and analyzed using thematic analysis. Findings revealed four themes mirroring the stages of Borderlands Theory: Navigating Nepantla, Confronting Duality in Coatlicue State, Reconstructing the Self in Coyolxauhqui State, and Embracing the Self in La Conciencia de la Mestiza. This study addressed a gap in the literature by centering on the experiences, needs, and barriers faced by first-generation Mexican American bilingual counselors, including the need for culturally inclusive education, training, and clinical and linguistic support during supervised licensure. A key recommendation is for future research to support counselor education and supervision programs in creating endorsed competencies or best practices for bilingual supervision. These findings have implications for promoting positive social change by informing counselor education programs, supervisors, and mental health agencies about the need for culturally and linguistically responsive supervision practices, which can support the development of bilingual counselors and enhance the quality of mental health services provided to Spanish-speaking communities.

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