This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. To gain a deeper understanding of this topic, we utilized a convergent parallel mixed methods design with merged quantitative and qualitative findings. Quantitative results indicated that foreign-born faculty (FBF) experienced more strengths in the personal, spiritual, and health domains while facing more challenges in the social, political, and financial domains. In addition, a thematic analysis identified three overarching themes reflecting FBF’s strengths, challenges, areas of support, and the impact of COVID-19: (a) adjustment as a foreign-born individual in the United States, (b) immigration status and procedures, and (c) working as a foreign-born faculty in counselor education. This article presents implications for FBF and stakeholders seeking to support this population, while also suggesting recommendations for future research.

本文介绍了外国出生的辅导员教育工作者在咨询和相关教育计划认证委员会认可的计划中所指出的优势和挑战。为了更深入地了解该主题，我们采用了融合的并行混合方法设计，并结合了定量和定性发现。定量结果表明，外国出生的教师（FBF）在个人、精神和健康领域具有更多优势，同时在社会、政治和金融领域面临更多挑战。此外，一项主题分析确定了三个总体主题，反映了 FBF 的优势、挑战、支持领域以及 COVID-19 的影响：(a) 在美国作为外国出生的个人的调整，(b) 移民身份和程序, (c) 担任辅导员教育的外国教师。本文介绍了对寻求支持这一人群的 FBF 和利益相关者的影响，同时也为未来的研究提出了建议。