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In light of the increasing gender gap in college enrollment, data from two waves of interviews with 115 elementary and middle school children were examined for developmental and gender differences in participants’ aspirations and expectations for their futures. While there were no gender differences in children's educational aspirations or expectations, girls were more likely than boys to aspire to careers that require a college education, more likely to emphasize career advancement in their rationale for attending college, and less likely to choose sex-typed occupations. Implications for professional school counselors are discussed.

Women student affairs professionals were survqed to determine their satisfaction with the student a$airs profession, their perceptions of sex discrimination, and the . relationship between perceptions of sex discrimination and career satisfaction. The eflects of age,~ace, relationship status, and parenting status on career satisfaction and perceived discrimination were also investigated.Anne Blackhurst is an associate pyofessor for Counseling and Student Personnel at

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We describe a model that can be used as a framework to guide decision-making about the use of technology to facilitate the development of competencies that people with disabilities need in order to make a successful transition from school to various adult environments. Legal mandates associated with the provision of transition services and technology are described. Types of technology and the technology continuum are explained. Examples of technology applications to facilitate competencies in seven areas of human function that cut across different adult environments are provided. Several on-line sources of information about technology that can be used to support competencies needed for successful transition are provided. Implications are drawn for the use of the framework by those involved in planning and delivering transition services.