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Five hundred and seventy-eight African American, Asian American, Latino/a, and White undergraduates responded to a questionnaire assessing perceptions and experiences of the campus cultural climate. Results revealed significant differences between racial and ethnic groups on multiple dimensions of the campus cultural climate. African American students consistently reported significantly more racial-ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff, and teaching assistants. White students' responses reflected limited perceptions of racial-ethnic tensions and a university climate characterized by respect for diversity. Counseling implications are presented.Electronic Journal: To print this article select pages 60-65. TOC

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The authors examined the degree to which 1 st-year college students endorse a career calling and how levels of calling differ across demographic variables and religiousness, life meaning, and life satisfaction. Forty-four percent of students believed tliat having a career calling was mostly or totally true of them, and 28% responded to searching for a calling in the same fashion. Students seeking advanced professional degrees were more likely to feel a career calling, and the presence of a calling was found to weakly correlate with religiousness and life satisfaction and moderately correlate with life meaning. Practice implications are suggested.

Multiple regressions and multiple coefficients of determination revealed that the combined FDI measures were much better predictors of clinical grades than were predictors drawn from the DAT. The FDI measures became much better predictors than the DAT scores as the students progressed in the curriculum, and a combination of two of the FDI measures provided a multiple R of .71 with overall junior-year grade-point average. Partial F tests revealed that adding one FDI measure to the DAT predictors produced significant improvement in prediction for each of the dependent variables. These results indicate that field-independent students may have an advantage over field-dependent students in the dental school clinical curriculum. A Non-Cognitive Questionnaire (NCQ) was completed by incoming freshmen at the University of Maryland, College Park, including 1,644 students in the 1979 freshman class and 478 students in the 1980 freshman class. Separate factor analyses of the NCQ responses of white and black students demonstrated support for six of the seven noncognitive variables suggested by Sedlacek and Brooks: leadership, recognizing racism, preference for long-range goals, realistic self-appraisal, support for college plans, and self-confidence. The NCQ replies were then used to predict the students' first-semester college grade-point averages (GPA's), threesemester cumulative GPA's, and persistence after three semesters.Stepwise regression analysis, performed separately by race, revealed that NCQ items were as highly predictive of the criteria as were Scholastic Aptitude Test (SAT) scores alone, and combining NCQ with SAT scores increased the predictability of collegiate success for both the black and the white students. The NCQ items were more effective in predicting grades for the white students than for the black students. However, the NCQ items were very effective in predicting the enrollment status of the black students after three semesters but had little predictive power for the enrollment status of the white students. (14 ref)-€ounseling Center,

Ninety-seven counselors read a fictitious intake report about a bisexual woman who was seeking counseling services for several psychological concerns. Counselors then rated the woman's psychological functioning and their own anticipated reactions to having the woman as a client. As the authors hypothesized, counselors with the most negative attitudes regarding bisexuality were more likely than others to have negative reactions to the client, anticipate responding to the client in a biased and judgmental manner, believe the client had problems in areas related to bisexual stereotypes, and rate the client as having a low level of psychosocial functioning. Attitudes regarding bisexuality were significantly related to counselors' clinical judgments and reactions even after controlling for attitudes toward lesbians and gay men.

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A sample of 3,570 first‐year college students were surveyed regarding the factors they deemed most important to their long‐term career choice. Students as a whole identified intrinsic interest, high salary, contributions to society, and prestige as their 4 most important work values. Additional analyses found men more likely to espouse extrinsic values, women more likely to espouse social values, and students from median parental‐income groups more likely to espouse intrinsic values. In light of these results, counselors are encouraged to place a greater emphasis on the role of work values in the decision‐making process.