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Cultural, immigrant, and prejudicial contexts influence minority students' preferences for college majors and their subsequent career development. Participants were Asian Indian immigrant college students as well as their parents. The early first-generation and late first-generation students were similar to each other in their major preferences; however, both groups had significantly greater preferences for science and math majors than the second-generation students. Parents' perceived prejudice and preferences for science and math contributed significantly to their second-generation children's preferences for science and math. Even though second-generation children preferred nonscience majors more than their firstgeneration parents, the majority reported that their actual majors were in science and math.

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The purpose of this study was to develop an instrument, the Deaf Identity Development Scale (DIDS), to measure how deaf people identify with the Deaf community and Deaf culture. An identity development model with four different cultural orientations with regard to the Deaf community was the basis of the instrument. A 60-item instrument, the DIDS was developed and translated from English to American Sign Language (ASL) on videotape. The ASL version was back-translated into English and the two English language versions were checked for equivalency. The DIDS was administered to two samples of deaf subjects who were expected to exhibit different types of Deaf identity. Onehundred-and-five deaf students from Gallaudet University and 56 members of the Association of Late Deafened Adults-Boston completed the DIDS. Results showed strong internal consistency with the scales. Initial use of the DIDS for comparing these two samples of Deaf subjects suggests the DIDS can be used to distinguish different Deaf cultural orientations.The purpose of this study was to develop an instrument, the Deaf Identity Development Scale (DIDS), which is designed to measure how deaf people identify with the Deaf community and Deaf culture. The DIDS is based upon a model of how an identification with the Deaf community and Deaf culture develops in deaf people (Glickman, 1993). A research assumption is that many Deaf people can be properly thought of as "culturally different" from hearing people and that a cross-cultural paradigm is appropriate for investigation into the

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The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e-mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field.

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