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Women and members of many ethnic minority groups continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) education and work settings. In this article, we propose that Gloria Anzaldúa's concepts of "nepantla" and "nepantleras/os" can be used to enrich perspectives on underrepresentation among those studying, working, and persisting in STEM fields. We describe how diversity practices may fail to address and foster inclusion in STEM education and workplaces and link inclusion and belonging to engagement and retention in STEM. Recommendations are offered for combining top-down and bottom-up strategies providing information, awareness, and skills training in STEM environments, including recognizing and engaging the insights and experiences of nepantleras/os.

The aim of this study was to examine the effects of Career Information System (CIS) on ninth-grade student's vocational skills self-efficacy, outcome expectations, work hope, and career decision-making difficulties. CIS is a computer-based career intervention designed to help users become more knowledgeable about themselves and occupational options with career planning support. At the midpoint of fall semester, intervention participants (n = 194) were assessed before and after a CIS intervention administered during their health class, while ninth-grade students who were not in the health class (n = 191) served as a nonrandomized control group. Relative to control participants, intervention participants had higher work hope and lower career decision-making difficulties associated with inconsistent information and lack of information. The effects of the intervention did not vary as a function of gender or socioeconomic status. Findings contribute to the scant literature assessing the effects of computer-based career interventions for high school students.

Understanding barriers to treatment-seeking among college students with suicidal ideation (SI) is critical to campus suicide prevention efforts. We used data from the Healthy Minds Study to test for gender and racial/ethnic differences in self-reported barriers to professional help-seeking among college students with past-year SI. Students (n = 1,817) with SI who reported no past-year care indicated their reasons from a list of 25 attitudes, experiences, and structural factors. We examined differences in reported barriers to mental health services between men and women and between Asian, Black, Latino, and White students. There were significant gender differences for seven of the barriers, including that men were more likely to report a preference to deal with issues on their own. There were significant racial-ethnic group differences for 14 barriers. Implications for suicide prevention practices and policies are provided, including targeted group outreach tailored to the most salient barriers to treatment.

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students' career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities.

We test two models in which Latina/o students' school connectedness partially mediates the relationship between barriers (discrimination experiences at school and other educational barriers, respectively) and thoughts of dropping out of high school. Results of a moderated mediator analyses in a sample of 896 Latina/o high school students were consistent with hypotheses. Latina/o students who reported greater frequency of discrimination experiences and those who reported greater frequency of other barriers that affect how they are doing in school were more likely to have thoughts of dropping out, and these relationships were attenuated by school connectedness. A hierarchical regression indicated that discrimination experiences, other educational barriers, and school connectedness each contributed unique variance to thoughts of dropping out. Findings highlight the salience of efforts to reduce discrimination in schools and enhance school connectedness as a potential protective factor for Latina/o youth. Implications for dropout prevention are discussed.

An empowerment model of counseling is applied to counselor education programs, describing how the critical components of empowerment as a construct can be infused into the counselor education curriculum. Proposes a general model of counselor education such that social transformation at individual, programmatic, and societal levels is facilitated. (EMK)

This article reviews three emergent measures of critical consciousness (CC), which refers to marginalized or oppressed people's critical reflection on oppressive social, economic, or political conditions, the motivation to address perceived injustice, and action taken to counter such injustice in a liberatory manner (Freire in "Education for critical consciousness." Continuum, New York, 1973; Watts et al. in "New Dir Child Adolesc Dev" 134:43-57, 2011). Until recently, no instruments were explicitly designed to measure CC, resulting in fragmented approaches to its conceptualization and measurement. The concurrent development and validation of three measures--the Measure of Adolescent Critical Consciousness (McWhirter and McWhirter 2016), the Critical Consciousness Inventory (Thomas et al. in "J Res Adolesc" 24(3):485-496, 2014), and the Critical Consciousness Scale (Diemer et al. in press)--represents a significant scholarly advance. We argue that these new measures provide a "conceptual anchor" for subsequent CC inquiry, useful for both quantitative and qualitative studies. We also recommend mixed-methods approaches to research aimed at understanding how CC develops and operates. We conclude by raising a number of questions to guide future research, the answers to which will further refine scholars' conceptualization and measurement of CC.

Background: The diagnostic process for autism spectrum disorder (ASD) can be difficult for families. Growing evidence suggests that the diagnostic process may vary as a function of sociodemographic factors, such as socioeconomic status. The purpose of this study was to extend findings related to families' experiences obtaining a diagnosis and accessing services for their young child with ASD. Method: A mixed methods approach was used in this study, in which 46 families with children with ASD participated. A chi-square analysis compared ratings of parental satisfaction with the diagnostic process and current services between sociodemographic groups, and this was supplemented by thematic analysis of relevant open-ended questions. Results: Results indicated that satisfaction ratings varied significantly by maternal education and family income levels. Ratings of satisfaction with the child's paediatrician also differed by family income. Major themes from the open-ended questions are discussed. Conclusions: Results support assessing satisfaction and barriers in families seeking healthcare and school-based services to facilitate access to services.

We examined 401 Latina/o high school students' postsecondary plans and their responses to an open-ended question about how their schools should better help Latina/o students to achieve their plans. The majority of students planned to enroll in postsecondary education or training. Boys and those responding in Spanish were more likely not to plan to continue their education, and those responding in Spanish were more likely to plan to work full time or part time than those responding in English. Themes generated from the open-ended responses include that schools should provide more motivational support, structured programs, and clubs that engage Latina/o students within their schools and communities, academic assistance and support, information related to financial aid, college, and careers, and that schools should eliminate discrimination and racism and increase Latina/o cultural resources. Implications for research, practice, and policy are discussed.

In this article, the lens of critical psychology is applied to adolescent career development and vocational guidance in Chile. The authors describe and critique the status of adolescent vocational guidance in Chile, the reproduction of extant social inequities in Chilean education, and offer recommendations for enhancing vocational guidance practice, training, and research. The authors' recommendations may be applicable to other contexts in which social disparities limit the vocational potential of significant groups in society.

Positive associations between measures of school or academic connectedness and behavioral and academic outcomes suggest that connectedness is an important protective factor for adolescents in the United States. However, little is known about the meaning or measurement of academic connectedness, outside the United States, and especially in South America where rapid economic and educational changes are underway. Using the Hemingway: Measure of Adolescent Connectedness measurement invariance analyses were conducted that compared Chilean and United States samples. Results revealed that although all scales reflected factorial validity in both cultures, the connectedness to school, teachers, and self-in-the-future factors were noninvariant across groups, whereas the factors of connectedness to peers and self-in-the-present were invariant across groups. Consequently, all of these subscales can be used in both contexts, but comparing United States and Chilean youth on three subscales may be ill advised. (Contains 1 figure and 4 tables.)

Effective practices for career counseling with gender variant individuals have yet to be identified for reasons that may include perceptions that the population is too small to warrant in-depth research, lack of funding for such efforts, and practitioners' lack of training and experience with transgender concerns. In this article, we describe the status of research and practice with respect to gender variant individuals. Definitions and terminology, vocational and workplace concerns, and vignettes of vocational and work-related situations that career counseling professionals may encounter when working with gender variant individuals are presented. Recommendations for practice, social advocacy, and future research are provided.

This article examines available measures of perceived teacher support and presents findings from two studies exploring the psychometric properties of the Teacher Support Scale (TSS). In Study 1, an exploratory factor analysis suggested a hierarchical structure with four first-order factors (Invested, Positive Regard, Expectations, and Accessible subscales) loading onto a single, higher order factor, excellent reliability, and concurrent validity. Perceived teacher support was significantly correlated with career decision-making self-efficacy and vocational outcome expectations. In Study 2, a confirmatory factor analysis did not provide replication of the initial model in a separate sample. However, the four, first-order factors explained a statistically significant amount of the variance in question items, and support was provided for their strong relationship to a single, higher order construct of teacher support. Recommendations for future practice and research on the role of teacher support in adolescent career development and suggestions for modifications to the measure are provided. (Contains 3 tables and 1 figure.)

The development and validation of a measure of adolescent future expectations associated with work, education, family, health, and church/community participation is presented. The 25-item measure was administered to a sample of 389 7th- to 12th-grade urban poor and working-class Chilean students. Results of an exploratory principal axis factor analysis with oblimin (oblique) rotation revealed a five-factor structure for the measure. Evidence of concurrent validity is supported by subscale correlations with a series of other measures, and internal consistency estimates for subscales and the full scale are strong. This promising measure has potential utility for understanding Chilean and other adolescents' future expectations in distinct domains. Recommendations for additional research are provided, including validation of this measure in other national and cultural contexts. (Contains 3 tables.)

The authors examined perceived internal and external barriers to postsecondary educational plans among 140 Mexican American and 296 White high school students, attending to sex, socioeconomic, ethnic differences. Parent education was associated with educational plans. Girls anticipated encountering more barriers associated with financing postsecondary education than their male counterparts. Mexican American students anticipated encountering more postsecondary education barriers associated with ability, preparation, motivation, support, and separation, and expected those barriers to be more difficult to overcome, than their White counterparts. Implications for research and practice are discussed. (Contains 3 tables.)

This article critiques existing research on outcomes associated with the use of computer-assisted career guidance systems (CACGS) by middle and secondary student populations. Although widely used, CACGS have been subjected to relatively little empirical outcome research. Limitations identified in the existing CACGS literature include a focus on user satisfaction rather than career-related gains; failure to examine potential differential effects of CACGS associated with gender, ethnicity, or socioeconomic status; and reliance on small convenience samples. Obstacles to conducting outcome research in middle and secondary school settings are presented, including a lack of model for CACGS evaluation, rapid changes in technology, and the flexible nature of system usage. Recommendations for future outcome research with CACGS are presented for system developers and individual researchers.

The authors tested the effectiveness of 2 group career interventions for 73 battered women who were randomly assigned to 1 of 2 treatment conditions or a wait-list control group. Both interventions included the 5 most effective career intervention components identified by S. D. Brown and N. E. Krane (2000), and 1 of the interventions also was designed to enhance critical consciousness (i.e., empowerment for self-protection and awareness of domestic violence impact; P. Freire, 1970; I. Martin-Baro, 1994). Relative to controls, standard participants had higher career-search self-efficacy, and standard-plus participants had higher critical consciousness at posttest. At followup, standard-plus participants had higher critical consciousness scores and made more progress toward goal achievement than standard participants.

This study investigates the relationship between postsecondary aspirations and vocational/educational self-efficacy beliefs, outcome expectations, perceived educational barriers, and sources of support among a sample of rural Appalachian high school students. Using Social Cognitive Career Theory as the theoretical framework, vocational/educational aspirations are examined in terms of four specific postsecondary pathways common to rural Appalachian students (work, vocational technical, bachelor's only, and professional). Results indicated vocational/educational self-efficacy beliefs, college outcome expectations, likelihood of encountering barriers to postsecondary education, and socioeconomic status contribute significantly to the discriminant function predicting the post-secondary pathways. This research extends previous work in this area by examining an understudied group, rural Appalachian adolescents. Implications of the results and suggestions for future research are provided. (Contains 3 tables.)

Building on recent calls for a more explicit and intentional endorsement of social justice goals within counseling psychology and vocational psychology, this article proposes Prilleltensky's (1997) emancipatory communitarian approach to psychological practice as a useful framework for vocational theory, practice, and research. Such a framework emphasizes the distinction between the concepts of work and career and illuminates the extent to which traditional vocational psychology has attended to the needs of the people who experience little, if any, volition in their choices of career or line of work. We present a rationale for integrating an emancipatory communitarian approach into vocational psychology theory and the implications of this approach for future research and practice.

The informative and critical reactions from Fred Borgen; William Liu and Saba Rasheed Ali; Tod Sloan; and Kathy Gainor provide more reason and resolve to incorporate the emancipatory communitarian approach in vocational psychology. To move from a preoccupation with denunciation to the generation of solutions, or annunciation, we respond to each of the authors' suggestions and comments. We highlight points raised by each author to clarify our rationale and intentions as well as to invite space for dialogue, disagreement, and growth among the many perspectives and values held within our field.

Relationships between contextual support, perceived educational barriers, and vocational/educational self-efficacy and outcome expectations were examined for a group of 114 ninth graders from lower socioeconomic backgrounds. Results of this exploratory pilot study indicated that sibling and peer support accounted for a significant amount of variance in vocational/educational self-efficacy beliefs. Vocational/educational self-efficacy beliefs also significantly predicted vocational outcome expectations, and contextual supports and barriers did not account for any unique variance associated with vocational outcome expectations. Results are discussed in relation to social cognitive career theory. Implications for counseling and future research are presented.

Little empirical attention has been given to the career development needs of battered women. Using social cognitive career theory, the authors examined the relationships among abuse experiences, perceived career barriers, and contextual supports to the career-related self-efficacy and outcome expectations of 74 European American and ethnic minority battered women. The authors hypothesized that women of color would anticipate greater difficulty overcoming barriers, anticipate needing more future support, and have lower career-related self-efficacy and outcome expectations than European American women. Results showed no statistically significant ethnic group differences in participants' perceptions of difficulty overcoming barriers, anticipated future support needed, and career-related self-efficacy and outcome expectations. Results did show ethnic group differences in the relationships between contextual supports and career-related self-efficacy and outcome expectations. The authors discuss implications for research and practice.

Scope and consequences of domestic violence are reviewed, highlighting effects on women's career and educational well being. Social cognitive career theory (SCCT) is described and applied to experiences of women living in domestic violence situations. A framework for empowering battered women and using SCCT to promote their career development and attainment is provided, along with recommendations for future research. (Contains 68 references.) (Author)

Presents descriptive data on high school students' (N=464) perceptions of various factors that might influence their current career expectations. Analysis suggests that high school students are aware of a variety of internal and external influences on their current career expectations. Girls endorsed more types of influence from same sex parent, female friends, and female teachers than did boys. (Author/JDM)

A structural model predicting the educational and career expectations of 282 Mexican American high school girls was developed and tested. Predictors included socioeconomic status, acculturation, academic achievement, instrumentality, expressiveness, gender role attitudes, parental and teacher support, family and career commitment, and perceptions of barriers. Results distinguish between cultural and gender influences. (Author/EMK)

Differences in life-change events, life stress, depression, and suicide ideation were investigated in a mixed-ethnic sample of 34 gifted and 38 nongifted urban junior high school students. Suicide ideation was significantly and positively correlated both with level of depression and with levels of past and recent stress. Recent stress and use of drugs or alcohol significantly predicted suicide ideation. (Author/DB)

A survey of 305 traditional-aged first-year college students, who were employed in occupations congruent with their career interests, were more likely than other students to believe that career decision making was a process over which they had personal control. Discusses implications of findings for student affairs professionals. (Author/RJM)

This article describes concepts underlying the idea of the "family as a system"; compares and contrasts four approaches to family therapy (those of Virginia Satir, Jay Haley, Murray Bowen, and Salvador Minuchin); and offers suggestions to teachers referring parents for family counseling. (DB)

Examines use of empowerment as central component of counseling and as criterion for evaluating counseling interventions. Discusses definitions of empowerment across several perspectives and proposes definition of empowerment in context of counseling. Presents potentially empowering and disempowering aspects of counseling. Highlights measurement and research issues and recommendations related to empowerment. (Author/NB)