Gender and Racial Issues for New Counseling Psychologists in Academia

1992 ◽  
Vol 20 (1) ◽  
pp. 123-140 ◽  
Author(s):  
Nadya A. Fouad ◽  
Robert T. Carter
Keyword(s):  
Native American ◽  
Ethnic Group ◽  
Asian American ◽  
Counseling Psychology ◽  
New Professionals ◽  
New Faculty ◽  
Racial Issues ◽  
Group Members ◽  
Racial Ethnic ◽  
Counseling Psychologists

Counseling psychology has begun to focus on the concerns of new professionals, but it has not addressed the concerns of women or visible racial/ethnic group members (i.e., Black, Hispanic, Native American, or Asian American) as new counseling psychologists in academia. This article addresses their unique concerns and makes recommendations for new faculty members as well as for the departments that hire them. The article focuses on issues (a) for new professors in counseling psychology, (b) shared by women and visible racial/ethnic group members, and (c) experienced differently by women and visible racial/ethnic group members.

scholarly journals The Wisconsin Longitudinal Study: Overview, Data Linkages, and Future Plans

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 222-222
Author(s):  
Michal Engelman
Keyword(s):  
Native American ◽  
Asian American ◽  
Census Data ◽  
Cognitive Status ◽  
Physical And Mental Health ◽  
High School Class ◽  
State Tax ◽  
The Life Course ◽  
Racial Ethnic ◽  
Data Linkages

Abstract The WLS is a study of Wisconsin high school class of 1957 graduates, with follow-ups in 1964, 1975, 1993, 2004, 2011, and 2020. The data reflect the life course of the graduates (and their siblings), initially covering education, switching to family, career, and social participation in midlife, and physical and mental health, cognitive status, caregiving, and social support as respondents age. The WLS is linked to multiple administrative data sources including: parent earnings from state tax records (1957-60) and Social Security earnings and benefits for respondents; 1940 Census data; characteristics of high schools and colleges, employers, industries, and communities of residence; voting records from 2000-2018; Medicare claims; and the National Death Index. Efforts are underway to expand the racial/ethnic and educational composition of the WLS by supplementing the original sample with a new cohort of age-matched adults drawn from Wisconsin’s Black, Hispanic, Asian-American, and Native American communities.

The Impact of Diversity and Multiculturalism on All Students: Findings from a National Study

NASPA Journal ◽  
2002 ◽  
Vol 40 (1) ◽  
Author(s):  
Octavio Villalpando
Keyword(s):  
Asian American ◽  
Mexican American ◽  
Cultural Awareness ◽  
National Study ◽  
Diversity Initiatives ◽  
Instructional Methodology ◽  
Level Of Satisfaction ◽  
Racial Issues ◽  
The Impact ◽  
Racial Ethnic

This longitudinal study examined the differential impact of a range of college diversity initiatives on white, African American, Mexican American/Chicano(a), and Asian American college students. The sample included 15,600 students from 365 four-year colleges and universities, who were initially surveyed in 1985 and followed up again in 1989. After four years of college, regardless of the students’ race/ethnicity, their overall level of satisfaction with their college experience was positively influenced by (a) attending racial/cultural awareness workshops; (b) socializing with students of different racial/ethnic groups; (c) taking courses from faculty who use instructional methodology with content on ethnic/racial issues, research, or writing addressing women, ethnicity or race; and (d) campus policies and practices that promote diversity initiatives.

Preparing Students for a Diverse, Deliberative Democracy: College Diversity Experiences and Informed Citizenship after College

2017 ◽  
Vol 119 (8) ◽  
pp. 1-41
Author(s):  
Nida Denson ◽  
Nicholas A. Bowman ◽  
Julie J. Park
Keyword(s):  
Higher Education ◽  
Ethnic Group ◽  
Deliberative Democracy ◽  
Indirect Effects ◽  
Total Sample ◽  
Limited Attention ◽  
Direct And Indirect Effects ◽  
Diversity Experiences ◽  
Racial Issues ◽  
Racial Ethnic

Background/Context The role of race in the university continues to be a contentious issue. Proponents of college diversity often cite the importance of fostering a diverse and deliberative democratic society, but the link between student experiences and postcollege citizenship has received limited attention. Purpose/Objective This study explores the extent to which two types of college diversity experiences (cross-racial interaction and curricular/co-curricular diversity engagement) predict aspects of informed citizenship associated with supporting a deliberative democracy six years after graduation (i.e., following the news, discussion of racial issues, and importance of keeping up to date with politics). Participants The dataset for this study came from UCLA's Higher Education Research Institute. We utilized the 1994–1998–2004 cohort of students/alumni, which included a postcollege survey administered six years after graduation. The total sample consisted of 8,634 alumni from 229 institutions. Research Design This study utilized secondary data analysis of the 1994–1998–2004 CIRP dataset. Data Collection and Analysis Path analysis was particularly useful for this study to examine the direct and indirect effects of the college diversity experiences on senior-year and longer-term outcomes. Results College diversity experiences have direct effects on postcollege discussions of racial issues, which suggests that these forms of engagement may have long-lasting effects on college graduates. Moreover, curricular/co-curricular diversity engagement also has positive, indirect effects on keeping up to date with politics, news consumption, and discussing racial issues well after graduation. The pattern of findings differed when analyzed separately by racial/ethnic group (i.e., Whites/Caucasians, Asian Americans, and underrepresented students of color). Conclusions/Recommendations This study adds to the existing knowledge base by making a key contribution to the limited research on the long-term benefits of diversity experiences as well as the dimensions of higher education that inform active citizenship in a deliberative democracy. This study examined the complex relationships—both direct and indirect effects—associated with these college diversity experiences and outcomes after college and how these relationships vary by racial/ethnic group. The current findings point to the particular importance of maximizing opportunities for cross-racial interaction and curricular/co-curricular diversity engagement for all students regardless of their race/ethnicity.

Gender and the Civil Rights Curricula

2021 ◽  
Author(s):  
Belinda Robnett
Keyword(s):  
African American ◽  
Native American ◽  
Civil Rights ◽  
Social Movement ◽  
Asian American ◽  
Parental Leave ◽  
The United States ◽  
Feminist Movement ◽  
Second Wave ◽  
Racial Ethnic

For decades, women in the United States have fought for civil rights. Other than the fight for women’s civil rights, women’s activism in other types of social movements has been largely ignored in textbooks and in the media. Two factors contribute to this neglect. First, historically, women have held differential access to structural and institutional power. Second, with a narrow definition of leadership, researchers focused exclusively on charismatic and formal social movement leaders. However, women served as leaders and participants not only in the Suffrage movement and the second-wave feminist movement but also in the U.S. civil rights movement, the Chican@ movement, the Asian American movement, and the Native American movement. Among the causes, women have fought on the front lines for voting rights; equal employment opportunities; equal pay; desegregated housing, schools, and public facilities; reproductive rights; tribal land rights; cultural and religious preservation; LGBTQ+ rights; criminal justice; welfare rights; universal healthcare; parental leave; environmental justice; and subsidized child care. Women served as formal leaders in women’s movement organizations, and as bridge leaders in mixed-gender groups. As bridge leaders, they fostered ties between the social movement and the community, between strategies (aimed at individual change, identity, and consciousness) and political strategies (aimed at organizational tactics designed to challenge existing relationships with the state and other societal institutions). The African American, Asian American, Native American, and Chicana women’s movements did not emerge after the second-wave feminist movement, which mainly comprised white middle-class women, but simultaneously. In the case of women of color, African American, Latinx, Asian American, and Native American women have struggled for justice and equality on behalf of their specific racial–ethnic groups. Born out of gender inequality within their respective racial–ethnic movement, the activists formulated a multicultural/womanist feminism/womanism that addressed the intersectionality, race–ethnicity, gender, and class dimensions of their lived experiences.

scholarly journals MARTABAT DALAM ITS WAVERING IMAGE KARYA PENULIS PEREMPUAN CHINA-AMERIKA, SUI SIN FAR

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Juliasih Kusharyanto
Keyword(s):  
Native American ◽  
Asian American ◽  
The United States ◽  
Sui Sin Far ◽  
Hispanic American ◽  
Human Beings ◽  
Sexual Diversity ◽  
Multicultural Feminism ◽  
Feminism Theory ◽  
Racial Ethnic

Multicultural society in the United States is depicted as a mosaic, composed of a variety of races andethnic groups that have always been different from one another. Some people argue that multiculturalismmay undermine solidarity. The designation African-American, Native-American, Asian-American,Hispanic-American, and many more to certain groups of people in a society may cause hostility oreven disintegration. Sui Sin Far in Its Wavering Image expresses her dissenting opinions. She whosupports diversity which is the main issue in America asserts that cultural differences have alwaysexisted. A person can be an American and can still be able to maintain another cultural identity. Shebelieves that all human beings are born free and are equal in dignity and rights. Thus, those who livein a heterogeneous society can be considered as a dignified society. Multicultural feminism theory isapplied to identify the inequalities induced by cultural, racial, ethnic, and sexual diversity.

Training Issues for Counseling Psychologists in Working with Lesbian Women and Gay Men

1991 ◽  
Vol 19 (2) ◽  
pp. 216-234 ◽  
Author(s):  
Robin A. Buhrke ◽  
Louise A. Douce
Keyword(s):  
Gay Men ◽  
Counseling Psychology ◽  
Training Programs ◽  
Professional Organizations ◽  
Minority Status ◽  
Lesbian Women ◽  
Lesbian And Gay ◽  
Psychology Training Programs ◽  
Racial Ethnic ◽  
Counseling Psychologists

Counseling psychology professional organizations clearly state that discrimination on the basis of minority status-be it racial/ethnic, sexual orientation, gender, or other-is unethical and unacceptable. Unfortunately, many counselors and counseling psychologists have received little training with regard to lesbian and gay issues. This article presents ways in which these issues can and should be incorporated into counseling psychology training programs. Academic and internship training are addressed, followed by a discussion of the importance of a safe and appropriate environment for lesbian and gay personnel Specific recommendations are presented and discussed.

Considering Some Methodological Issues in Racial Identity Counseling Research

1989 ◽  
Vol 17 (2) ◽  
pp. 227-252 ◽  
Author(s):  
Janet E. Helms
Keyword(s):  
Racial Identity ◽  
Ethnic Group ◽  
Counseling Psychology ◽  
Identity Theory ◽  
Psychology Research ◽  
Methodological Issues ◽  
Research Participants ◽  
Black Racial Identity ◽  
Research Designs ◽  
Racial Ethnic

In this article, it is argued that Nigrescence or Black racial identity theory often interacts with counseling psychology research designs in ways that may lead readers to underestimate the worth of such research as well as misunderstand its meaning. Particular methodological dilemmas resulting from the interactions among theoretical formulations, environmental influences, and research participants' racial identity characteristics are addressed. Possible strategies for addressing these issues as well as those shared with other types of visible racial/ethnic group (VREG) research are offered.

Race and Ethnicity

2018 ◽  
Author(s):  
Nnamdi Pole
Keyword(s):  
Native American ◽  
Asian American ◽  
Race And Ethnicity ◽  
Trauma Survivors ◽  
Post Traumatic Stress ◽  
Southeast Asians ◽  
Culturally Adapted ◽  
Group Members ◽  
Latino American ◽  
Post Traumatic

Empirical evidence shows consistent elevations in post-traumatic stress disorder (PTSD) prevalence for Black and Native American (and, to some extent, Latino American) trauma survivors in comparison to their White and Asian American counterparts. Certain subgroups within these larger groups (e.g., Caribbean Blacks and Latinos, Southeast Asians, sexual minorities) appear to show greater risk than the rest of their group members. Ethnoracial disparities in PTSD appear to be partially accounted for by disparities in trauma exposure, racial discrimination, coping style, and cultural expressive style. Ethnoracial minorities also show lower utilization of professional PTSD treatment, even though most evidence suggests that these therapies can be equally effective for all ethnoracial groups. Culturally adapted PTSD therapies have been proposed that may encourage greater utilization of evidence-based trauma treatments and thereby reduce ethnoracial disparities in PTSD.

scholarly journals Race-Specific, U.S. State-Specific COVID-19 Vaccination Rates Adjusted for Age

2021 ◽  
Author(s):  
Elizabeth Wrigley-Field ◽  
Kaitlyn M. Berry ◽  
Govind Persad
Keyword(s):  
United States ◽  
Native American ◽  
Asian American ◽  
The United States ◽  
Vote Share ◽  
Vaccination Rates ◽  
Percentage Point Increase ◽  
Point Increase ◽  
Race Ethnicity ◽  
Racial Ethnic

We provide the first age-standardized race/ethnicity-specific, state-specific vaccination rates for the United States, encompassing all states reporting race/ethnicity-specific vaccinations. The data reflect vaccinations through mid-October 2021. We use indirect age standardization to compare racial/ethnic state vaccination rates to national age-specific vaccination patterns. Results show that white and Black state median vaccination rates are, respectively, 89% and 76% of what would be predicted based on age; Hispanic and Native rates are almost identical to what would be predicted; and Asian-American/Pacific Islander rates are 110% of what would be predicted. We also find that racial/ethnic group vaccination rates are associated with state politics, as proxied by 2020 Trump vote share: for each percentage point increase in 2020 Trump vote share, vaccination rates decline by 1.08 percent of what would be predicted based on age. This decline is sharpest for Native American populations, although Native vaccinations are reported for relatively few states.

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