First‐generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While ...important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid‐sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first‐generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS.
The empirical and theoretical literature denotes the importance of counselor social justice and multicultural competence, yet there is also literature that suggests the difficulty for learners in ...remaining fully open to such curricular content. Learner reactions of reluctance, attitudinal rigidity, or entrenchment of prejudiced beliefs can lead to frustration in the classroom and incompetence or harm in clinical settings. The authors consider such responses in the context of the disorienting dilemma stage of Mezirow’s transformational learning theory (1991), along with suggested facilitator strategies for creating brave and transformative learning spaces. Potential reasons for these student responses are discussed including attitude, threat, apathy, and affect. Mitigating pedagogical strategies are offered to enhance multicultural counselor education, and ultimately counselor competence and client outcomes.
In this article, the authors present the scope and nature of a global movement to modify or replace the American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental Disorders
...(DSM-5,
2013
). The authors review more contextually and culturally affirming diagnostic models that have emerged over time. Steps to advance new practices are suggested, with emphasis on the importance of client and counselor input in informing the paradigmatic shift away from the current system.
This article synthesizes the literature relevant to coping with racism to provide a 4‐stage model for addressing clients' discriminatory experiences. Major suggestions drawn from the literature ...include applying frameworks with a contextual lens, using broaching and eliciting skills to promote client exploration of racism and the effects of racism on persons of color, enhancing client racial and ethnic identities, and tailoring interventions to the clients' culture and preferred coping strategies.
This study assessed the impacts of an (elaborated) imagined contact intervention (eICI) with graduate‐level counseling students (N = 38) in a multicultural counseling course. Participant levels of ...intergroup anxiety were assessed, comparing those who completed an eICI versus those who did not. Intergroup anxiety decreased for both groups over time, albeit with a greater immediate reduction for those who received the ICI. Qualitative commentary suggests specific student learning from the activity.
Resumen
Este estudio evaluó los impactos de una intervención de contacto imaginado (elaborado) —eICI, por sus siglas es inglés— con estudiantes de consejería de posgrado (N = 38) en un curso de consejería multicultural. Se evaluaron los niveles de ansiedad intergrupal de los participantes, comparando aquellos que completaron una eICI con quienes no lo hicieron. La ansiedad intergrupal disminuyó con el tiempo en ambos grupos, aunque con una mayor reducción inmediata para aquellos que recibieron la ICI. El comentario cualitativo sugiere resultados del aprendizaje específicos derivados de la actividad para los estudiantes.
A growing body of literature illustrates the benefits of online groups for clients, but few studies have examined counselors’ experience facilitating such groups, particularly in regard to counselor ...work with clients of differing sociodemographic traits. In this study, graduate-level counseling students facilitated two psychoeducational college counseling groups via an online platform. Groups were tailored for Black and/or African American first-generation college students (FGCS) enrolled in urban high schools. Facilitator experiences using an online platform and counseling across sociodemographic variables were explored. Themes included barriers to cohesion building, difficulty of power/oppression discussions via a virtual setting, and adjusting tactics and expectations.
Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of ...antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.
An urban, Black high school population share their experiences of a college preparatory counseling group specific to prospective first-generation college students (PFGCS). The salience of help ...seeking, as a major theme in this study, is highlighted and explored according to Black, first-generation college going students. Participant experiences include aspects of limited knowledge in regard to preparing for, and navigating, college, as well barriers to help-seeking influenced by gender socialization and racism. Participant experiences suggest affinity group work as a means for addressing such barriers.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This study explored the experiences of counselor students of color in two multicultural courses in a master-level counseling program. Participants revealed their feelings surrounding a need to assume ...a 'teaching role' with their White counterparts, to challenge racist and stereotypical viewpoints. Positive and negative experiences associated with this role were expressed. Findings are drawn upon to suggest more inclusive counselor education tactics.
This article presents findings from a study that explored the lived experiences of Whites committed to antiracism action—those who, according to Janet Helms's (1990, 1995, 2014) White racial identity ...model, exhibit characteristics of the autonomy status. Thematic outcomes indicated participants’ (N = 10) efforts to manage their own racism in ways that are both proactive and responsive in nature. Findings are compared with theoretical and empirical literature regarding the racial identity development of Whites committed to antiracist action.
Este artículo presenta los hallazgos obtenidos a partir de un estudio que exploró las experiencias vitales de personas blancas comprometidas con la acción antirracista. Según el modelo de identidad racial blanca de Janet Helms (1990, 1995, 2014), estas personas son aquellas que muestran características del estado de autonomía. Los resultados temáticos indicaron que los esfuerzos de los participantes (N = 10) por controlar su propio racismo son por naturaleza tanto proactivos como reactivos. Se comparan los hallazgos con la literatura teórica y empírica en torno al desarrollo de la identidad racial de personas blancas comprometidas con la acción antirracista.
