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Includes two commentaries on the special section. Spokane, Fouad, and Swanson emphasize the importance of two dimensions of clients' cultural context: dominant/subordinate and individual/collective. Walsh highlights research needs related to career intervention and personality, culture, process, and socioeconomic status. (Contains 15 and 11 references respectively.) (SK)

The Strong Interest Inventory was completed by 189 female and 168 male African-American college students (20 percent response). Correlations among the General Occupational Theme scales supported the potential applicability of Holland's theory to African Americans, but highlighted gender differences. (SK)

This review of research on lifespan approaches to career development finds that most studies focus on early career stages, fewer on middle to late adulthood. Research on work and nonwork domains (leisure, well-being, family) has increased in complexity and volume. Greater integration of these two strands is urged. (324 references) (SK)

Responses were obtained from 48 college students (50 percent of each sex) regarding perceptions of career development barriers (involving choice of major, getting a degree and first job, career advancement, career-family balance, and special concerns for women). When responses were categorized and coded, interactional barriers were more frequent than attitudinal barriers, which were more frequent that social/interpersonal barriers. (SK)

Reviews research literature to determine psychometric validity of Strong Interest Inventory with Black samples. Found only eight relevant studies. Results found little evidence of Strong's psychometric validity with Black samples. (Author/CM)

Examined the Academic Comfort (AC) Scale of the Strong-Campbell Interest Inventory and its relationship to academic level, performance, and aspirations. Results from occupational criteria samples and a student survey indicated the AC scale is moderately correlated with grade point average and strongly related to attained educational level. (BH)

Examined the custom of treating all undifferentiated subjects as if they were equal, by dividing subjects into High-Score Undifferentiated (HSU) and Low-Score Undifferentiated (LSU) groups. Results suggest that accounting for score elevation does reveal differences between HSU and LSU subjects and that future studies should not treat undifferentiated subjects as a homogeneous group. (Author/BL)

Investigated long-term stability of vocational interests in 409 college freshmen tested with Strong-Campbell Interest Inventory as freshmen in 1974, four years later (N=204), and in 1986. Results revealed remarkable degree of interest stability over all three time intervals and individual differences in stability over time. (Author/NB)