The authors examined perceived internal and external barriers to postsecondary educational plans among 140 Mexican American and 296 White high school students, attending to sex, socioeconomic, ethnic differences. Parent education was associated with educational plans. Girls anticipated encountering more barriers associated with financing postsecondary education than their male counterparts. Mexican American students anticipated encountering more postsecondary education barriers associated with ability, preparation, motivation, support, and separation, and expected those barriers to be more difficult to overcome, than their White counterparts. Implications for research and practice are discussed.

In this article, we overview the literature on women's career barriers and identify potential external, environmental barriers and individual, socialized barriers to women's career adjustment. We describe a variety of assessment strategies and instruments that may be utilized to assess barriers to women's career adjustment. A case example is provided to illustrate the assessment process.

The authors present a case of a 15‐year‐old Mexican American adolescent girl who is uncertain about her educational and career future. The ecological model of career development (E. P. Cook, M. J. Heppner, & K. M. O'Brien, 2002) is applied to the case. The authors suggest career counseling interventions for this client and discuss potential concerns and issues that may arise in career counseling with this client.

Contemporary schools are faced daily with the challenge of identifying the instructional needs of migrant learners who are having notable difficulty learning. Given this reality, it is important to consider contemporary questions of special and general education practices. To explore these questions, this article draws from observation in a Spanish literacy classroom for migrant students in a middle school in the Pacific Northwest with careful attention to the interests, concerns, and experiences of the students themselves. Myriad and converging variables were evident in the process and content of interactions among and between teachers and students in the observed classroom, all of which provided a sample of current issues and responsive practices for supporting the learning of migrant students who struggle with schoolwerk.

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