Effects of brief culture sensitivity training for counselors and effects of counselors' race on Black female clients' perceptions of counselor characteristics and the counseling relationship and clients' satisfaction with counseling were examined in an actual counseling situation. Client attrition across three sessions was also assessed. Clients assigned to experienced counselors who had received culture sensitivity training rated their counselor higher on credibility and relationship measures, returned for more follow-up sessions, and expressed greater satisfaction with counseling than did clients assigned to experienced counselors who had not received the additional training (control condition). Although same-race counseling dyads resulted in less client attrition, this factor did not influence client perceptions of counselors and the counseling process.We wish to thank the counselors who volunteered in this study and the anonymous reviewers for their comments.

Our findings indicate that there are differences in how Hispanic DACA students experience CC in relation to support for their political advocacy and activism. Findings also highlight that political outcome expectations predicted higher intent to persist in college for all students, including Hispanic DACA students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Women in doctoral programs in Science, Technology, Engineering and Math (STEM) leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women's growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.Keywords: women; graduate students; science and engineering; STEM; gender inequity Gaps between men and women persist in the pursuit and outcomes of degrees in science, technology, engineering, and math (STEM) (Shauman 2017; Turk-Bicakci and Berger 2014). In the life and social sciences, women have closed the gap in undergraduate majors and admission to graduate programs and now exceed men in completion of doctoral programs (National Science Foundation 2017). Yet women are awarded fewer than 25% of the doctoral degrees in the physical sciences and engineering, and hold disproportionately fewer tenured faculty positions in STEM and far fewer positions of prestige and power (Bernstein 2011;Handelsman et al. 2005;Fox 2001; National Science Foundation 2017).The "leaky pipeline" metaphor commonly refers to the disproportionate exit of women from STEM at transitions from one educational or career level to another, the consequence of which is fewer and fewer women remaining in the "pool" for subsequent advancement in STEM ). The pipeline metaphor relies on a somewhat linear conception of careers with certain specified outcomes, such as moving from an undergraduate major in STEM, through PhD degrees and postdocs, to faculty positions, to tenure, and eventually to full rank in research universities. Previous research on why women leave STEM fields at a greater rate than their male counterparts has examined the motivation of women to pursue STEM undergraduate degrees (Beyer 2014;Griffith 2010;Grunert and Bobnerb 2011;London et al.

Faculty advisors play an important role in the development of graduate students. One group for which the advising relationship has been shown to be especially crucial is women in science, technology, engineering, and mathematics (STEM). We designed two studies to assess the advising alliance for women in STEM graduate programs using the student version of the Advisor Working Alliance Inventory (AWAI) along with additional content developed by our team. Study 1 (N ¼ 76) was developed to assess item performance and the initial structure with a pilot sample of undergraduate and graduate students in science and engineering. Study 2 (N ¼ 293) was designed to assess the advising alliance exclusively for women in STEM graduate programs. Our results indicated that an alternative alliance structure may exist for women in STEM and in Study 2 two factors emerged, which indicated that instrumental support and psychosocial support are two salient factors for women in STEM.

A total of 169 students drawn from a large urban university rated their preferences for counselor gender for nine client concerns and completed a sex role inventory and a demographic questionnaire. The preponderance of people who expressed a preference for counselor gender preferred male counselors over female ones for all concerns other than problems with sexual issues.Preferences for male counselors were expressed more often, however, for vocational/academic and social/interpersonal concerns than for personal/intimate problems. Discriminant analyses revealed profiles of persons who preferred male counselors or had no preference. Variables such as subject sex role. age. and race were found to be particularly useful in predicting gender preferences. Results were interpreted in terms of Bern's (1981 b) gender-schema theory.