The authors explored through semistructured interviews the interrelationships of religion, spirituality, and career development in a sample of 12 African American undergraduate students. Using consensual qualitative research methodology (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997), they identified 6 primary domains or themes related to these students' experiences in this regard, including (a) degree of identification as religious and/or spiritual, (b) parents' influence on religious and spiritual beliefs, (c) roles of religion and spirituality in participants' career development, (d) challenges in dealing with academic and career‐related issues, (e) religious and spiritual strategies to deal with academic and career‐related challenges, and (f) indicators of success in future career or occupation.
Examining supervisory dyads consisting of a White supervisor and a White supervisee, the authors sought to determine the effects of similarities and differences in levels of supervisor and supervisee racial identity schemas or attitudes on White supervisees' self-reported multicultural counseling competence and multicultural case conceptualization ability. White supervisees in supervision dyads characterized by more advanced White racial identity schemas reported higher self-perceived multicultural counseling competence and obtained higher multicultural case conceptualization ratings than did their counterparts in supervision dyads characterized by lower White racial identity schemas. Implications of the findings are discussed.
The authors discuss the highlights of the 1st annual Diversity Challenge held October 11–12, 2001, at Boston College, Boston, MA. The Challenge's general focus was preparing educators to cope with the resistances encountered when they teach about race and ethnic culture. This introduction (a) provides an overview of the proceedings, (b) summarizes themes of presentations and articles selected, and (c) offers recommendations for subsequent events.
Los autores analizan el primer Reto de Diversidad, que tuvo lugar del 11 al 12 de octubre, 2001, en Boston College, Boston, Massachusetts. El próposito del reto fue preparar a los profesores para que puedan enfrentar las dificultades que resultan de enseñar los temas de la raza y la cultura étnica. Esta introducción (a) da un breve resumen de los procedimientos, (b) resume los temas de las presentaciones y los ensayos seleccionados, y, (c) sugiere recommendaciones para eventos posteriores.
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