Studies have found that self-continuity is predictive of a substantial number of important outcome variables. However, a recent series of studies brings into question the traditional method of measuring self-continuity in favor of an alternative (B. M. Baird, K. Le, & R. E. Lucas, 2006). The present study represents a further comparison of measurement methods examining the outcome variables of identity, negative affect, and self-esteem while also exploring the possible moderating roles of culture and relational-interdependent self-construal. The results suggest that the methods yield distinctive results with the new method being associated with negative affect, but not with self-esteem or identity. This finding is especially important for the research in the area of identity because self-continuity is seen as being an essential element of identity and the results suggest that traditional identity concepts and measures are not inclusive of this vital component.

This study examines the identity processes that are implicated when adults return to college, including the possibility that they may be reclaiming past selves from adolescence or constructing new selves at this particular juncture. In this study, 70 nontraditional-aged community college students were surveyed about their educational pathways, with a focus on their career and educational plans and actions when finishing high school through the current time. In addition, a diverse subset (n = 14) was interviewed. Results suggested four identity processes, two that involved past career selves from adolescence when constructing future pursuits (reclaim past, reject past before constructing new) and two that did not (construct new, expand current). Participants with prior college experience as adolescents were more likely to report well-developed past selves, but they more frequently rejected rather than reclaimed due to lack of perceived feasibility. Future research involving adult identity development is discussed.

This article explored career compromise as negotiated by working-class adults pursuing science-related careers. Using a multiple case study method, we focused on eight individuals who participated in an interview about their career choices and then were followed longitudinally for 2 years. All participants were first-generation college students from working-class families and, at the start of the study, were enrolled at a community college. The results highlight key factors that influenced initial compromises including time and financial constraints, family obligations, and lacking requisite skills. In addition, renegotiations of initial career compromises were sparked by plateaus at work, role models, wanting more money, and having limited time. An extended window of time and financial resources were critical for sustained college pursuit 2 years later. Implications for career development initiatives are discussed.

This article examined the future plans constructed by Latina adolescent girls and their mothers within a lower income urban community. Seventeen high school juniors and their mothers were interviewed about the girls’ pursuit of a trade during high school and anticipated postsecondary pathways in the nursing field. Thematic content analyses illustrated how families selected and invested in this career pathway together. Trades were viewed as providing access to jobs and financial stability. Mothers and daughters alike anticipated that the workplace would facilitate access to college, and they also described a closer connection to nursing trade preparation than to math or science academic classes. Case illustrations highlighted the importance of family involvement, ethnic background, and socioeconomic status in the construction of college plans. Interventions and future research focused on families and positive educational outcomes for Latina adolescent girls are discussed.

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