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Qi Shi, Ph.D.

Director of the Center for Equity, Leadership, and Social Justice in Education, Professor, School Counseling
Qi Shi


The George Washington University
Doctor of Philosophy, Counselor Education with a specialization in school counseling, 2014
Dissertation: English Language Learners' Educational Attainment in High School: An Examination of Educational Expectation, Academic Self-Efficacy, Parental Expectation and Parental Involvement Using Path Analysis and Structural Equation Modeling

Drake University
M.S., School Counseling, 2009

Beijing International Studies University
B.A., English, 2003


Qi Shi received her Ph. D. in counselor education from the George Washington University. Dr. Shi has published and presented in the areas of school counselors’ role in personal, social, and academic development of underrepresented student populations (e.g., immigrant students, English Language Learners), group counseling, and international school-based counseling policy and evaluation.  

Grants & Funding (selected)

  • Principal Investigator, I Am/Was a Latina English Learner in STEM: A Phenomenological Analysis of Interest, Access, and Persistence. National Science Foundation (NSF), $193,853 (granted), 2020-2022.
  • Principal Investigator, Latina English Learners’ Resistance Behaviors across Different Types of Institutions: An Intersectional View. National Science Foundation (Submitted to NSF, under review), 2022-2025
  • Co-Principal Investigator, Loyola University Maryland Noyce STEM Teacher Education Program (Loyola N-STEP): Recruiting, Preparing and Retaining High-Quality STEM Teachers. National Science Foundation (Submitted to NSF, under review), 2022-2027.
  • Principal Investigator, Inner-City Immigrant Students’ Social Emotional Well-being during COVID-19 Crisis: A Phenomenological Study, Spencer Foundation, $30,297 (unfunded), 2020-2021
  • Principal Investigator, Enhancing Social Emotional Skills and Well-being of English Language Learners (ELLs) during COVID-19, Kolvenbach Research Grant Program at Loyola University Maryland, $6,370 (granted), 2020-2021.
  • Principal Investigator, Connecting School Counselors-In-Training with English Language Learner (ELL) Youth in Baltimore: A community-based participatory research, Kolvenbach Research Grant Program at Loyola University Maryland, $7,940 (granted), 2019-2020.
  • Principal Investigator, School Counselors’ Professional Development (PD) Needs in Working with English Language Learner (ELL) Students, Summer Research Grant at Loyola University Maryland, $4,000 (granted), Summer 2019
  • Principal Investigator, Sense of Community (SOC) in hybrid and online graduate-level courses in Counselor Education Programs, Hoen Award at the School of Education at Loyola University Maryland, $5,000 (granted), 2017
  • Principal Investigator, Empowerment Group with English-as-Second-Language (ESL) Students in Economically Disadvantaged Schools, Public Service Grant Commission at George Washington University, $1,900 (granted), 2/1/2011-6/30/2011
  • Co-Investigator, Examining Chinese School Counselors’ Roles and Perceptions, Drake University Faculty Research Grant, $3,000 (granted), 4/1/07-3/31/08.


  • Faculty Award for Excellence in Engaged Scholarship, Loyola University Maryland, 2021
  • Loyola Digital Pedagogy Fellowship, 2019
  • Hoen Award, Loyola University Maryland, 2017
  • AERA Division E Early Career Mentoring Program Award, 2017
  • Digital Pedagogy Fellowship, School of Education, Loyola University Maryland, 2015
  • Dissertation Fellowship, The George Washington University, Summer 2013
  • Poster Presentation Award by the Society of Group Psychology and Group Psychotherapy at the 2011 American Psychological Association Convention

Research Interests

Dr. Shi’s research interests include school counselors’ role in personal, social, and academic development of underrepresented student populations in K-12 schools, broadening the participation for immigrant youth and English Language Learners in Science, Technology, Engineering and Math (STEM) majors and careers, and school counseling profession’s development in international contexts. Moreover, she has been working on developing partnerships with local community agencies to provide Loyola school counseling students early exposure/experiential learning opportunities to work with immigrant youth and English Learners in Baltimore.

Publications (selected)

  • Shi, Q., & Carey, J. (In press). Multicultural and social justice counseling competence assessed by State School Counselor Licensure Examinations. Manuscript accepted for publication in the Journal of School-Based Counseling Policy and Evaluation (JSCPE)
  • Steen, S., Shi, Q., Melfie, J. (2021). A systematic literature review of school-counselor-led group counseling interventions targeting academic achievement: Implications for research and practice. Journal of School-Based Counseling Policy and Evaluation, 3(1), 6-18.
  • Shi, Q., & Brown, M. H. (2020). A national investigation of school counselors’ staffing and use of time in relation to schools’ academic outcomes using the HSLS:09. Professional School Counseling, 23(1), 1-8.
  • Robey, P., Shi, Q., & Savard, J. (2019). Ethics, equity, and community engagement: Urban school administrators rate their preparation programs. Journal of School Leadership, 29(2), 167-184.
  • Shi, Q., & Watkinson, J. (2019). ELL students and school belonging: Implications for school counseling practice. Professional School Counseling, 22(1a),54-62.
  • Shi, Q. (2018). School-based counseling in mainland China: Past, present and future. Journal of School-Based Counseling Policy and Evaluation (JSCPE), 1(1).
  • Shi, Q. (2018). Immigrant versus nonimmigrant 9th graders' use of school counseling services. Journal of School Counseling, 16(20).
  • Going, R., & Shi, Q. (2018). Black Male Degree Attainment: Do Expectations and Aspirations in High School Make a Difference? Spectrum: A Journal on Black Men, 6(2), 1-20.
  • Shi, Q., & Going, R. (2018). What do African American 9th graders discuss during individual school counseling sessions? A national study. Professional School Counseling, 21(1), 1-9.
  • Steen, S., Liu, X., Shi, Q., Rose, J., & Merino-Sanchez, G. (2018). Promoting School Adjustment for English-as-Second-Language (ESL) Students in Group Work: Implications for School Counselors. Professional School Counseling, 21(1), 1-10

Professional Activities/Services

  • Associate Editor, Journal of School-Based Counseling Policy and Evaluation, August 2019-present
  • Research Board Member & Institutional Lead, Baltimore Education Research Consortium (BERC), September 2019-present
  • Communication Officer, Executive Board Member, International Society for Policy Research and Evaluation in School-Based Counseling (ISPRESC), May 2017-August 2019
  • Editorial Review Board Member, Journal of Behavior and Social Sciences (JBSS), Feb 2015-present
  • Editorial Advisory Board Member, Journal of Global Education and Research (JGER), Feb 2017-present