CLINICAL TRAINING STUDIES
Training Study 2: Motivational Factors and the Development of Multicultural Self-Efficacy
The need for multicultural competence has gained much attention in the field of psychology over the years with research on how to integrate diversity themes into training programs. Studies reveal that implicit and explicit stereotypes exert influence over counselors’ perceptions of clients from different racial-ethnic backgrounds, which often perpetuate oppression against clients in the course of therapy. This study examines the necessary preconditions to build multicultural competence in training programs, including trainees’ self-efficacy and motivations in developing greater awareness of the macro and micro dimensions of discrimination.
Training Study 3: Multicultural Competence and Counseling Concerns for White Trainees (starting)
Race and Mental Health Assessment
Clinical assessments should be accurate and multidimensional, considering all aspects of a client’s status and environmental factors. Yet, perceptual processes occur outside of conscious awareness, contributing to biased perceptions that impact clinical judgment and the delivery of equitable mental health services. To better serve the needs of a diverse and underrepresented population, this study extends knowledge on cognitive and perceptual processes involved in the course of clinical assessments, looking specifically at the assessments of Black, Asian, and White clients.
CAREER DEVELOPMENT STUDIES
Middle and High School Students
STEM Career Development
Careers in the fields of Science Technology Engineering and Math (STEM) are a vital part of the U.S. economy and an important source of national employment. Although women make up half the college-educated workforce, they account for only 28 percent of those in science and engineering occupation while racial and ethnic groups represent only 10 percent (National Science Foundation, 2014). Understanding factors that influence STEM career development for underrepresented groups is of crucial concern for vocational psychologists. This study provides an empirical test of the social-cognitive model of career development and looks at NYC middle and high school students. We explore the impact of socialization and factors contributing to students’ math/science self-efficacy, gender and ethnic identities, family/social support, expectancies, and intentions.
General Career Adaptability
This study is an empirical investigation of the Social Cognitive Career Theory (SCCT) with middle and high school students. SCCT has primarily focused on the self, experiential, and contextual factors that influence cognition in promoting the pursuit of particular career paths. However, scholars have recently emphasized the need to incorporate the construct of self-management or factors that lead individuals to engage in behaviors that propel their educational and occupational progress (Lent & Brown, 2013). This study examines the role of career adaptability and career self-efficacy as well as their relationship to career exploration behaviors among students. We further examine students’ perceptions of their career barriers, their beliefs about gender roles, and the impact of their ethnic identities.
The Impact of Gender Roles on Family and Career Plans
This study investigates how beliefs in gender roles can impact family planning and career development in college-aged students. We look at how awareness and perception of barriers in career development influence the decision-making process, and how coping mechanisms and resiliency may be protective factors in career development.
Latinx College Career Study
This study focuses on the career development of Latinx college-aged individuals. Broadly, we aim to understand how culturally specific measures of gender roles and sense of ethnic identity for the Latinx community relate to career related expectations and outcomes.
GROUP DYNAMICS STUDY
Through examination of responses to an experiential group relations conferences, this study investigates how social identities, cultural values, and attachment styles predict participants’ perceptions of personal authority, their experiences of and attitudes towards external authority, and their assessments of group climate. This study examines how differences in relationship styles, dimensions of social group membership, and worldview orientations influence the perceptions of a single, shared experience.