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In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations--including the COVID-19 pandemic--in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context.

The experience of losing a first-degree family member, followed by a second-degree family, and a close friend is prevalent among college students. Bereavement affects student success as they must balance grief and academics. Culture also influences the expression and experience of grief, making it essential to understand grief and bereavement in context. The recent COVID-19 global pandemic has exacerbated the experience of loss and grief among college students, which warrants a better understanding and intervention for disenfranchised grief. Social and emotional support for disenfranchised grief is not always provided, as this type of grief is often socially unsanctioned. The lack of support and understanding could make it difficult for individuals with disenfranchised grief to cope with the demands of higher education and the bereavement process. Counseling implications for how universities and colleges could intervene on the bereaved student's behalf are discussed.

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of trait hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

The novel coronavirus (COVID-19) has had far reaching implications on every aspect of human life -- from where we work, to where we feel safe to grocery shop, to how we greet friends. At the same time, the pandemic has exposed long-standing issues of structural racism, xenophobia, social and economic inequities, precipitating multiple large-scale social justice movements and demonstrations in the United States, culminating in "dual public health emergencies." As Kindergarten through Grade 12 (K-12) students slowly return to school, educators are grappling with how to support their students amid these overlapping crises. In this paper, we discuss the relevance of trauma-informed pedagogy, with a specific focus on 3Rs -- relational connectedness, restored trust, and contextualized resilience. We urge educators to keep the whole child at the center of their curriculum, and to make healing -- not performance -- the priority for K-12 schools amid and following the global pandemic.

The current study explores contextual factors that contribute to the linkage between perceived barriers and career outcome expectations of first-generation college students (FGCS). The authors tested how FGCS' sense of coherence, social support from family, peers, and a special person, as well as their sense of campus connectedness mediate or moderate the effect of perceived educational and career barriers on their vocational outcome expectations. Participants were 153 ethnically diverse FGCS attending public universities. Moderation analysis indicated that campus connectedness was a significant moderator--for FGCS who experience low or average level of campus connectedness, higher levels of barriers are associated with more negative career outcome expectations. Mediation analysis supported that the relationship between perceived barriers and career outcome expectations was mediated by sense of coherence. None of the other social support variables were statistically significant as a moderator. Implications for future research and program development are discussed.

School systems in North America have widely adopted social-emotional learning (SEL) to promote students' well-being and academic development over the last few decades. Despite the abundant evidence supporting the efficacy of content-specific, standalone SEL interventions, there is little knowledge about how to infuse SEL practices into regular academic curriculum or how to leverage SEL as a strategy for systemic improvement. The research is especially lacking among English learners, a rapidly growing population in U.S. schools. Literacy classrooms framed with an equity lens can play a pivotal role in shaping students to become critically reflective, deeply empathetic, and socially responsible individuals. This paper integrates a discussion of effective social-emotional curriculum and relevance of culturally responsive teaching. We propose a new pedagogical approach CULTURE that emphasises inclusive classroom practices. The goal is to create a meaningful and equitable classroom learning environment for English learners, where they could actively reflect on and integrate their worldviews, lived experiences, values, identities, strengths, and cultural assets into various aspects of their literacy development so that they could feel empowered to navigate their own social and emotional learning, and contribute to their schools and communities. [ABSTRACT FROM AUTHOR]

Data on the compatibility of evidence-based treatment in ethnic minority groups are limited. This study utilized focus group interviews to elicit Mexican American women's (N = 12) feedback on a cognitive behavior therapy guided self-help program for binge eating disorders. Findings revealed 6 themes to be considered during the cultural adaptation process and highlighted the importance of balancing the fidelity and cultural relevance of evidence-based treatment when disseminating it across diverse racial/ethnic groups.

How are specific dimensions of masculinity related to psychological distress in specific groups of men? To address this question, the authors used latent class regression to assess the optimal number of latent classes that explained differential relationships between conformity to masculine norms and psychological distress in a racially diverse sample of 223 men. The authors identified a 2-class solution. Both latent classes demonstrated very different associations between conformity to masculine norms and psychological distress. In Class 1 (labeled "risk avoiders"; n = 133), conformity to the masculine norm of risk-taking was negatively related to psychological distress. In Class 2 (labeled "detached risk-takers"; n = 90), conformity to the masculine norms of playboy, self-reliance, and risk-taking was positively related to psychological distress, whereas conformity to the masculine norm of violence was negatively related to psychological distress. A post hoc analysis revealed that younger men and Asian American men (compared with Latino and White American men) had significantly greater odds of being in Class 2 versus Class 1. The implications of these findings for future research and clinical practice are examined. (Contains 4 tables.)

Spiritual issues are culturally important for many youth in urban schools. In this article, the authors describe how spirituality is associated with cultural values, mental health, coping strategies, and adjustment among culturally diverse youth. Using the case of a 17-year-old Samoan high school student, the authors demonstrate how spiritual issues related to faith, meaning making, and cultural identity can be addressed in a school counseling context.

Two studies evaluating a school-based, culturally responsive career exploration and assessment group for low-income, urban Chinese immigrant youth are described. Mixed qualitative and quantitative methods compared the treatment (CEDAR group) versus the control group (no intervention). In Study 1, CEDAR group participants reported a significant decrease in career indecision; increases in academic, career, and college help seeking; and career decision-making self-efficacy at posttest compared to the control group. In Study 2, CEDAR group participants reported a significant increase in career decision making; decreases in career counseling stigma and value, collective self esteem, and affirmation and belonging in ethnic identity at posttest compared to the control group. Qualitative data from Study 1 and 2 revealed that participants had experienced an increased sense of social support, self-regard, self-knowledge, and learned practical career skills after participating in the CEDAR group. Implications for future research in career assessment and program development are discussed. (Contains 5 tables.)

A rapid increase in the number of Chinese immigrants and the specific challenges faced by low-income Chinese immigrant youth attending urban schools warrant culturally sensitive school-based interventions and services. However, research and services are limited for this population because of cultural biases in traditional career theories and the "model minority" myth suggesting that Asian students are excelling. The authors developed and implemented a culturally specific career exploration group for low-income Chinese immigrant youth to address their career concerns with respect to multiple social and cultural factors and to provide social support. Implications for future program development and research are provided.

The purpose of this article is to describe the development of the Inventory of Subjective Masculinity Experiences (ISME) and to provide preliminary evidence for the psychometric properties of this scale. Subjective masculinity experiences are defined as men's subjective experiences of what it means to be a man (e.g., As a man, I need to be strong). Participants (220 men) completed the sentence, 'As a man ...' 10 times. Participants' open-ended responses were coded according to 23 dimensions of subjective masculinity experiences. Five of the twenty-three ISME dimensions included responses that comprised at least 5 percent of all participant responses: Family, Responsibility, Emotional Toughness, Work, and Physical Body. Preliminary evidence for the convergent, discriminant, and concurrent validity of these dimensions was provided. The ISME-Family and ISME-Responsibility were negatively associated with psychological distress, whereas the ISME-Work was positively related to psychological distress. The ISME-Emotional Toughness was negatively related to life satisfaction. The use of the ISME in clinical and research settings is discussed. Keywords: scale development, masculinity, subjective gender experiences, social constructionism, Gender has been described as 'one of the central organizing principles around which social life revolves' (Kimmel, 2000, p. 5). From an early age, men learn to view their lives [...]

When immigrant youth come to the United States, they must learn to interact with dominant and cultural groups as part of the adjustment process. The current study investigated whether the association between Chinese immigrant high school students' (N = 286) English fluency, academic and career/ college help-seeking, multidimensional acculturation, family responsibilities, and social support, predicted their intercultural competence concerns (their interactions across dominant and cultural groups). Results indicate that this was the case. Implications for research and practice with immigrant youth in a high school context are discussed., The Asian American population is the fastest growing racial group in the United States. Currently there are estimated to be 13.5 million Asian Americans living in the U.S., which comprises [...]