Class jumping into academia: Multiple identities for counseling academics

Eleven counseling psychology and counselor education academics were interviewed regarding their experiences of progressing from lower- or lower-middle-class back.-rounds to college and, further. to academic positions. Grounded theory method was used for data analysis, and consensual qualitative research methods were used for triangulation and data presentation. Participants described experiences of hardship as children, obstacles to advancement, resources that enabled academic pursuits, and thwarted belonging needs in academic environments and original referent group settings. Bicultural and tricultural identity development were identified as central phenomena for participants. Implications regarding social class as an important aspect of multiculturalism are discussed.