George V. Gushue, Ph.D. is an Associate Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University. Much of Dr. Gushue’s research applies theory and research from the areas of cognitive and social cognitive psychology and group relations to three specific areas in multicultural counseling psychology: clinical assessment, high school career development and group dynamics.
In the first area, he has explored how recent social and cognitive scholarship regarding race, social schemas, memory, judgment, and attribution may further illuminate both how race and culture influence clinical assessment and how those effects might be strengthened or attenuated by counselors’ racial attitudes. This research seeks to uncover potential impediments to the equitable delivery of mental health services resulting from racial or cultural bias in assessment and treatment planning. Currently his research team has begun to examine the impact of motivation on multicultural interactions. Another research project is exploring the influence of race and cultural attitudes on clinical judgment including: perception, clinical detail salience, and evaluation.
In the second line of research, Dr. Gushue and his team have examined how high school students’ ethnic identity and gender role attitudes affect their career development through their impact on students’ beliefs in their abilities, expectations for the future, and career goals. These studies have pointed to the need for a more systemic approach to career counseling and education – one which takes into account the ways in which students’ gender and cultural identities and the larger social context may influence the development or thwarting of career interests. One current research projects include a study on the impact of gender role attitudes and future family plans on STEM career interests, goals, and self-efficacy beliefs. Another examines the influence of the career adaptability and career self-efficacy on career planning behaviors.
A third line of research, Dr. Gushue’s lab is conducting a study exploring how differences in relationship style, social group membership, and worldview orientation may influence perceptions of a single shared group experience. The study seeks to determine if participants’ social identities, cultural values, and attachment styles can predict their perceptions of personal authority, experiences of and attitudes towards external authority in a group experience, and assessments of the group climate. Results will help shed light on when and how people take up power within group settings, and whether these behaviors are influenced by individual’s social identities and associated forms of social power. Ultimately, this study hopes to contribute to ongoing efforts in psychology to understand the ways that leadership, authority, and power operate in culturally diverse settings.
Dr. Gushue has completed a decade as the associate editor of the Journal of Career Development and serves as a reviewer for numerous journals in the field. He is the former Director of Training for the doctoral program in Counseling Psychology at Teachers College, Columbia University. He holds a Ph.D. from Teachers College, Columbia University in Counseling Psychology.
Casey Beveridge is a sixth year doctoral student in the Counseling Psychology program at Teachers College, Columbia University. She received her B.A. in Psychology from the University of Texas at Austin, and her M.Ed. in Community Counseling from the University of Oklahoma. Her research efforts prior to beginning her doctoral studies were primarily focused on topics related to early childhood development, including prenatal drug and alcohol exposure, early childhood trauma, and the use of and exposure to emotion language. As a member of Dr. Gushue's research team, she has worked on several studies related to motivation, self-regulation, and attachment style, especially in relationship to racially motivated prejudice. Casey's independent research focuses on LGBTQ allied development, and the impact of external cultural influencers on individual motivation and behavior.
Kim Hinman is a fourth year doctoral student in Counseling Psychology, at Teachers College, Columbia University. She received her B.A. in Psychology from SUNY Geneseo. She studies social cognition, motivation, and perception, specifically surrounding biases and prejudice. She also has research interests in objectification theory and its impacts on body shame and racial identity development for women.
Rebecca Semel is in her third year in the Counseling Psychology doctoral program. Originally from Cleveland, OH, Becca graduated in 2012 from the University of Michigan with a BA in Psychology and from the University of Pennsylvania in 2014 with an MSEd in Mental Health Counseling. Becca’s research and clinical interests focus on children and adolescents in a variety of different contexts.
Jung Kim is a second year doctoral student in the Counseling Psychology program at Teachers College, Columbia University. She received her B.S. in Economics with a minor in Psychology from Northwestern University and her Ed.M. in Human Development and Psychology from Harvard Graduate School of Education. She studies the experiences of youth and young adults of diverse backgrounds, especially in relation to career development.
Nadine Postolache is a first year doctoral student in the Counseling Psychology program at Teachers College. Originally from Maryland, Nadine graduated in 2016 from St. Mary's College of Maryland with a BA in Psychology and Spanish. Prior to beginning her doctoral studies her areas of interest included multicultural bilingual education and youth identity in immigrant populations. Her clinical and research interests continue to focus on ethnic and cultural values of underrepresented populations in the context of multicultural counseling psychology.
Maiya Marshall is a second year masters student in the Psychological Counseling Ed.M. program on the School Counseling track. She received her B.A. in Sociology with a minor in Internet Studies from Brandeis University and a certificate in College Admissions and Career Planning from UC Berkeley. Her professional interests include college admissions, adolescent career development, and college access for first generation students and refugees.
Ji Won Moon
Ji Won Moon is a second year Masters student in the Counseling Psychology program at Teachers College. He aims to complete Ed.M. in School Counseling in May 2018. He graduated University of Kentucky in 2011 with a BS in Psychology. He worked in the field of education for more than 10 years, and he has shifted his field from adults to K12 students. He is interested in pursuing doctoral program in School Psychology. His research interests include multicultural counseling and career development in K12 settings.
Elizabeth Cunningham is a second year masters student in the Counseling Psychology program at Teachers College, Columbia University. She received her B.S. in Communications from New York University. She has research interests in career counseling and development among high school and college aged individuals.