Meet the Team

Meet the Team

George V. Gushue, Ph.D. is Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University. 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.

Nadine Postolache is a fourth 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.

Tina is a third year doctoral student at Teachers College, Columbia University. She received her bachelors from NYU in Psychology and Philosophy. Her community work and activism on immigration and criminal justice reform led to her research interests in studying race-based stress and trauma, anti-racist theories, and social justice movements. She holds interdisciplinary interests in politics and later hopes to integrate her research with policy.

Sandra Gomez is a first year doctoral student in the Counseling Psychology program at Teachers College, Columbia University. She received her B.A. in Psychology from Cornell College and her M.Ed in Counseling Psychology from the University of Missouri - Columbia. Her research interests focus on ethnic identity development, acculturative experiences, and educational / career  trajectories of Latinx populations. She is also interested in bilingual and bicultural psychology within her clinical work. Her passion for social justice work has led Sandra to her current interests in multicultural contexts. 

Jonathan Godinez is a Master’s student in the Bilingual Mental Health Counseling program at Teachers College, Columbia University. He received his B.A. in Psychology and Entrepreneurship from the University of Wisconsin-Madison. He is originally from Lexington, Nebraska, and has strong research interests in diversity because of his diverse hometown. He is interested in researching immigrants and their families, particularly those from Latin American countries, on the social and psychological effects that come from moving to the U.S. and the subsequent effects that has on future generations. He also enjoys learning philosophy and it’s relation to culture, and how the enmeshment of both make up different societies and individuals throughout time.

Emily is a master's student in Counseling Psychology at Teachers College, Columbia University. She double-majored in Ethnic Studies and Psychology at UC San Diego, where she worked with grassroots racial justice organizations providing support and advocacy to women and LGBT-identifying people directly impacted by the prison system. She is interested in investigating how marginalized identities can be sources of strength and community, not just predispositions for systemic oppression, and is committed to making mental healthcare more accessible to historically under-resourced communities.

Samantha is a second-year Master's student in the Mental Health Counseling program at Teachers College, where she is also pursuing an Advanced Certificate in Sexuality, Women, and Gender. She earned her BA at Tufts University, where she majored in American Studies and minored in English. Prior to pursuing her Master's, Samantha led the Editorial team at Fairygodboss, an online career community devoted to improving the workplace for women. She is interested in the ways in which individuals' career trajectories and their identities — particularly their gender identity and sexual orientation — intersect with and affect each other. She is also interested in how individuals' reproductive, perinatal, and maternal health experiences impact and are impacted by their career paths.

Yizhou is a Master’s student in the Mental Health Counseling program at Teachers College. She received her B.A. in Math-Statistics from Columbia University in 2012. Before starting her Masters program, Yizhou had worked in several roles within the financial services industry. During her non-linear career path, she became increasingly interested in the deeper motivations and environmental influences behind people’s attitudes and choices. Yizhou’s interests include group dynamics, microaggressions, existential psychology and resilience. She is interested in working with and empowering marginalized and underrepresented groups.

Jackie Patterson is a third year bachelor student majoring in Psychology and Medical Humanities at Columbia College. Her research interests have included prejudice reduction and she hopes to explore this in the context of multicultural competence in counseling psychology. She looks forward to developing and refining these interests.

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