This interview is the third in the Lifetime Achievement in Counseling Series at TPC that presents an annual interview with a seminal figure who has attained outstanding achievement in counseling over a career. Many people are deserving of this recognition, but I am happy that Josh Smith and Dr. Neal Gray have interviewed a visionary in the counseling profession. I first became aware of Dr. Capuzzi over 30 years ago when I was reading his vast research and scholarship as I prepared to teach my first classes as a counselor educator. Over the years, I have been amazed at Dr. Capuzzi's contribution to the profession and his impact on countless educators, clinicians, and supervisors. I appreciate Josh Smith and Neal Gray for accepting my editorial assignment to interview Dr. Capuzzi. What follows are thought-provoking reflections from a counseling icon and leader.

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We collected data on parental involvement from 101 American Indian parents in the Southeastern United States with children enrolled in kindergarten–12th grade. We analyzed the data using Pearson product–moment correlation coefficients and multiple regression modeling. Findings suggested that parental involvement is related to student achievement. Rational beliefs accounted for a significant amount of variance explained in authoritative parenting. School counselors familiar with the impact of parenting on student achievement are best positioned to support the success of American Indian students.

This meta-ethnography examines qualitative research done on or with Native American youth. In an effort to counter the colonized narratives that are prevalent in today’s system, this chapter includes studies that gave way to Native youth voice and agency. This research centers Native youth’s voices to help us understand Native youth identity, their experiences in and out of school, and ways we can support them. The five articles that are a part of this meta-ethnography took very different views on the development of Native American youth identity. However, three key aspects emerged as essential to the identity development of Native youth: identity: language, culture and adult-youth relationships.

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.