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Eleven Latina/o college students were interviewed to provide insight into what kind of coping responses they used to overcome challenges and when such responses were employed. The following responses emerged: positive reframing, acceptance, self-talk, maintaining focus on final goals, using low expectations as motivation, self-reflection, taking action, and seeking support. A discussion regarding the importance of these findings is provided and implications for practice are presented.

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The purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to women's academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects' experiences. Another construct related to EI and resilience, Antonovsky's (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended questionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper concludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students.

Research addressing elite athletes tends to either identify differences between high-level and low-level performers or the developmental histories of elite athletes. The current study culls input from six individuals who simultaneously coach both elite (e.g., World Record holders) and non-elite (e.g., regional-level) swimmers, and have done so for an extended period of time, thereby filling a void in the literature by providing their opinions and perceptions regarding how athletic performance differences develop. Responses by participants to the open-ended question, “What do you feel contributes to a swimmer achieving top performances (e.g., World Records) vs. excellent performances (e.g., a Top-8 finish at NCAAs)?” were analyzed. Emergent categories (i.e., intrapersonal, interpersonal, lifestyle, training, environment, and a systemic interaction among these) are presented and an interpretation is offered. Additionally, a critique of the methods implemented herein is offered and future research directions are proposed.