No abstract

No abstract

No abstract

In this qualitative study, the authors explored how an individual's privileged social or cultural group statuses (e.g., being White, male, or heterosexual) may work in combination with an individual's oppressed group statuses (e.g., being African American, a woman, or lesbiadgayibisexual) in shaping the individual's multicultural experiences.En este estudio cualitativo, 10s autores exploraron como la posicion smial o cultural privilegiada de una persona (por ejemplo, ser Blanco, hombre, o heterosexual) puede trabajar en combinacion con las posiciones oprimidas del grupo a quien pertenece el individuo (por ejemplo, ser African0 Americano, mujer, o lesbianal gayhisexual) cuando se estan formando las experiencias multicultutales del individuo.he dimensions of identity model (Arredondo et al., 1996) highlighted various dimensions along which individuals differ in socially and psy-

A neglected yet increasing student population in higher education at the threshold of the 21st Century, Latina college and university students face distinct challenged and barriers to participation. This manuscript explores various Latina student issues - including "labeling," barriers, and factors contributing to success - and examines effective strategies for student and academic affairs administrators to support Latina success in higher education (ie, financial aid, academic support, social/cultural support, and campus environment).

The purpose of this study was to examine the reliability and validity of 3 measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness‐Knowledge‐and‐Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). Data were collected from 120 master's‐level students from counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs or the equivalent. The findings generally support the psychometric soundness of these surveys, with some important exceptions. Guidelines for their use and directions for additional research are provided.

This qualitative study was designed to gather information, using focus groups, about U.S. host students' experiences in a U.S.-international peer program and about how the program influenced their cross-cultural awareness. Researchers of this study noticed host students' unconscious need for guidance to become interculturally competent and heard their suggestions to maximize their experiences in a cross-cultural peer program.

Spirituality and spiritual development have been conspicuously absent from student development theories and ignored by many student affairs professionals. The authors argue for consideration of spiritual development by student development theorists, provide a definition and framework through which to consider spirituality and spiritual development, examine Maslow's (1971) and Chickering and Reisser's (1993) work through a spiritual lens, and suggest directions for future practice and research.