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Considering the growth and promising outlook of STEM occupations and the significant need to diversify STEM, the present study explored Black and Latinx youths' situated experiences with and perspectives on STEM education. Informed by the major tenets of a grounded theory qualitative method, we interviewed 24 middle and high school students about their perceptions of their math and science preparation, their pursuit of STEM pathways, and their persistence in these fields. Results suggested a major theme related to participants' experiences navigating uneven pathways towards academic and STEM success. In relation to this major theme, five open themes emerged which included: (1) characteristics, behaviors, and beliefs related to success in math and science; (2) familial role in achievement and success; (3) the lived experience of school and STEM classes; (4) external barriers and supports related to academic success; and (5) STEM careers and world of work. Identifying the challenges and opportunities that Black and Latinx youth face in their math and science education may inform the development of STEM education programs that meet the needs of this population.

This study explored the lived experiences of 10 historically marginalized racial minority college commuter students. Data revealed an overarching experience of "in-betweenness," consisting of constant transition and yearning for achievement and connections. Major themes include: (1) identity negotiations and developmental change; (2) the desire for meaningful work; (3) commuter life as a world of "fear of missing out (FOMO)" and missed connections; (4) adult-ish: distant familial relationships living under one roof; and (5) desired community resources to facilitate success.

The present article introduces the topic and research area of careerography, an adaptation of psychobiography to the field of career psychology. A brief historical overview of psychobiography is provided, and the reciprocal value of linking psychobiographical research methods to theory development in career psychology is emphasized. Best practices in psychobiography are highlighted, and a six-step sequential guide to conducting careerography is presented inclusive of (1) selecting one's historical subject, (2) ethical considerations and bracketing bias, (3) identifying initial research questions, (4) choosing anchoring career theories, (5) engaging the iterative research process, and (6) writing the careerography report.

Careerography, which is the intensive examination of the work experiences and career life course of an individual of historical or present significance through a vocational theoretical lens, has several important applications for psychologists. The present article provides a brief overview of careerography in the context of the more established field of psychobiography. The utility of careerography for career counseling practice, research, and training is outlined, and specific examples of how careerography can be integrated into graduate-level curricula, research; and clinical experiences are then highlighted. Finally, careerography is introduced as a promising career education tool that increases underrepresented and marginalized youths' access to diverse career role models.

Objectives: 2020 was marked by two racial pandemics-COVID-19-related attacks against Asians and the police brutality against Blacks that spurred the resurgence of the Black Lives Matter movement-calling attention to racial privilege and oppression in American society. The present study explores female Chinese transracial adoptees' unique lived experiences during this racially salient moment.Method: A phenomenological approach captured how 20 female Chinese transracial adoptees navigated and made sense of the dual racial pandemics and the subsequent impact on their racial awareness, identity development, and advocacy. Data were collected using semistructured individual Zoom interviews and coded using phenomenological analysis.Results: Findings suggest the dual pandemics acted as catalysts for female Chinese transracial adoptees' racial consciousness and reevaluation of their positionality within the racial hierarchy. Three core themes emerged: female transracial adoptees' new self-understanding as racial beings; their perspective on their place within the White-Black dichotomy; and their role in promoting racial justice.Conclusions: Our findings contribute to the literature by highlighting the complexities of female Chinese transracial adoptees' racialized selves as children of color who have been raised in White families; their motivations to foster racial justice; and their ability to facilitate race talk. (PsycInfo Database Record (c) 2022 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

In today's urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in "Thriving and spirituality among youth: research perspectives and future possibilities." Wiley: Hoboken, NJ, 2012). For many students of immigrant families, their spiritual/religious identity is an important aspect of a healthy and integrated identity. While professional journals in education have focused on race, ethnicity and culture as important diversity variables, the extent to which students' religion and spirituality influence their development and education has largely been a neglected topic (Woolley in "Int J Child Spiritual" 13:145-156, 2008). Thus, we highlight research in education, school counseling, and psychology that examines the legal and ethical implications of including religion and spirituality into urban educators' work with students. We then explore the role that spirituality/religion plays in health, coping, and academic achievement for students, the importance of spirituality/religion within historically marginalized communities, students' experiences as religious minorities, and religious discrimination in schools. Within each topic area, we outline practical considerations. Finally, we offer some guidelines for professional preparation programs and curriculum development in urban education.

This article describes and highlights the potential contributions that the constructs multifinality, work hope, and possible selves make for designing career counseling interventions and for better understanding possible career-related factors associated with academic engagement and achievement among urban minority youth. Multifinality may serve as a superordinate orientation because it conceptualizes development as discontinuous and relatively plastic, allowing for youth deemed at risk to follow more hopeful pathways. Work hope and possible selves emphasize the utility of providing urban minority youth with space to answer questions related to what they might achieve and do in the future and who they might become. Together, multifinality, work hope, and possible selves provide a hopeful conceptual framework for career researchers and practitioners.

This article has two purposes. First, it integrates the underlying principles of developmental systems theory (Ford & Lerner, 1992; Lerner, 2002, 2004) with the most recent research on immigrant youth. Second, based on an analysis of both theory and research, it offers implications for school counseling professionals' work with immigrant youth that take into account contextual factors, sources of risk and resilience, and the impact of multiple levels of development over the course of the lifespan.

The present article integrates and expands on the special section contributions of K. O. Cokley (2007); J. E. Helms (2007); J. E. Trimble (2007); S. M. Quintana (2007); and J. S. Phinney and A. D. Ong (2007). The authors of the present article begin with a note on politics and ideology in writings on racial identity development and review general progress the field has made on the topics of racial and ethnic identity development. The present challenges in both explicating clear and concise theories of racial and ethnic identity development and operationalizing and measuring these constructs in paper-and-pencil form are identified. The need for interdisciplinary work on theory testing is highlighted, and select examples of best practices in measuring racial and ethnic identity are presented. The article closes with directions for research in racial and ethnic identity development, and with implications for counseling practice, supervision, and systemic change.

This article explores the relevance of adolescents' spiritual, religious, atheist, and agnostic identity development in the therapy process and the potential difficulties that psychologists face in effectively working with adolescents around spiritual/religious issues. Psychologists' limited personal and professional opportunities for increasing their self-awareness around their spirituality and religion may impact their ability to adequately address issues related to the spiritual/religious identity development of their adolescent clients. Psychologists' limited knowledge, awareness, and skills in reference to the process of adolescents' spiritual/religious/nonreligious identity may result in their neglect of spiritual/religious issues in psychotherapy. In such cases, adolescent clients may feel unsure if therapy is a safe place to discuss spiritual, religious, atheist, agnostic questions or issues that arise for them. The article concludes with practical suggestions that are framed around six critical concerns that are relevant for adolescents: (a) the relationship between spirituality/religion and health and coping, (b) negotiating multiple social identities, (c) religious cults, (d) religious conversion experiences, (e) anti-religious sentiment or religious discrimination, and (f) ethical considerations. Keywords: adolescent spirituality, multicultural counseling, identity development DOI: 10.1037/a0020941

Despite the importance of multicultural competence in clinical practice and training, there is a surprising dearth of innovative training models from fieldwork sites that would be replicable in other practicum settings. The authors illustrate a multicultural competence training model from a community mental health center thai highlights the Guidelines on Multicultural Education, Training, Research, Practice, and Organization Change for Psychologists (American Psychological Association, 2003). The model focuses on providing multicultural training through two separate but linked training teams for the dual purposes of internal reflection and reflective practice. The authors conclude with a discussion of the implications of this training model for practice, research, and organizational change. Keywords: multicultural competence, clinical training, community mental health

This article explores how contemporary developmental psychology, specifically developmental-contextualism, provides a conceptual framework for practice and research by counseling psychologists who work with schools. Developmental-contextualism articulates how human development (a) is affected by context, (b) involves bio-psycho-social levels, (c) occurs during the life span, and (d) includes strengths and deficits. The authors delineate how these four developmental principles, in conjunction with the traditional strengths of counseling psychology, can guide the application of effective interventions with school-aged children and their families.

Permanent supportive housing (PSH), which combines affordable public housing with social services, has become the dominant model in the United States for providing housing to formerly homeless people. PSH has been effective in reducing re‐entry to homelessness, yet has shown limited evidence of improving formerly homeless individuals' mental health and quality of life. This study aimed to understand the lived experiences of formerly homeless adults' adjustment to tenancy in PSH, with a focus on how living in PSH has affected their meaningful activity and social engagement. Based on a phenomenological approach, a thematic analysis was conducted using semi‐structured interviews with 17 individuals living in three PSH buildings in New York City. Results suggested that PSH was beneficial in fulfilling formerly homeless individual's basic needs and facilitating lifestyle improvements, yet many were dissatisfied with their living conditions and lacked meaningful activity, social integration, and community belongingness. These issues were found to develop in large part as a result of formerly homeless individuals' disharmonious relationships within the social context of PSH, consisting of staff members, other residents, and people in the surrounding community. The effects of the COVID‐19 pandemic and implications for PSH social services are discussed. [ABSTRACT FROM AUTHOR]