Career Assessment With Latinos/Hispanics

Fouad, Nadya A.

doi:10.1177/106907279400200303

Cited by 15 publications

(15 citation statements)

References 29 publications

(37 reference statements)

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“…Variables that seem most important to postsecondary educational expectations are parents'influences, academic achievement, and SES. Parents'influences seem to be particularly important to Mexican American students' educational development, and this finding is consistent with the prominent role of familial values in Mexican American culture (see Altarriba & Bauer, 1998;Arbona, 1995;Arellano & Padilla, 1996;Buriel, Calzada, & Vasquez, 1982;Fouad, 1994;Freeberg & Stein, 1996). In quantitative studies using Mexican American samples (Hurtado & Gauvain, 1997;McWhirter et al, 1998;Ramos & Sanchez, 1995), expectations and independent variables were assessed when students were in high school, and samples were geographically limited convenience samples.…”

Section: Literature Reviewmentioning

confidence: 55%

“…Interviewees cited parents' availability for discussing schoolrelated matters as a main source of encouragement. Other research (e.g., Arellano & Padilla, 1996;Okagaki, Frensch, & Gordon, 1995) and theoretical works (e.g., Altarriba & Bauer, 1998;Fouad, 1994) emphasize the importance of parents' influences on the educational development of Mexican American students.…”

Section: Literature Reviewmentioning

confidence: 99%

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Modeling Mexican Americans’ Educational Expectations: Longitudinal Effects of Variables Across Adolescence

Trusty

Plata²,

Salazar

2003

Journal of Adolescent Research

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Using a national sample of Mexican Americans, the authors developed structural equation models of the effects of four eighth-grade latent variables on educational expectations assessed 6 years later. Models for Mexican American women and men did not differ from one another. The latent variable, parents’ influences, had a strong positive effect on educational expectations at late adolescence. Parents’ influences dominated the effects of the other latent independent variables, socioeconomic status, eighth-grade achievement test scores, and self-perceptions. The four eighth-grade latent variables explained 41% of the variability in educational expectations at late adolescence. The findings reveal consistencies and inconsistencies with previous research findings and models.

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Section: Literature Reviewmentioning

confidence: 55%

Section: Literature Reviewmentioning

confidence: 99%

Modeling Mexican Americans’ Educational Expectations: Longitudinal Effects of Variables Across Adolescence

Trusty

Plata²,

Salazar

2003

Journal of Adolescent Research

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“…It is not my intent to address the nuances of the practice issues with individuals who have varying cultural values. However, issues related to career counseling and assessment of ethnic minorities can be found in a number of sources (Arbona, 1995;Bowman, 1995;Fouad, 1994Fouad, , 1995Hartung et al, 1998;Leong & Gim-Chung, 1995;Leong & Leung, 1994;Thomason, 1995). Many aspects of these discussions are related to matching assessments and interventions to the cultural values of clients.…”

Section: General Recommendations For Practice and Researchmentioning

confidence: 99%

The Role of Work and Cultural Values in Occupational Choice, Satisfaction, and Success: A Theoretical Statement

Brown¹

2002

Jour of Counseling & Develop

282

191

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Theorists have all but ignored the career development of ethnic and cultural minorities. The purpose of this article is to rectify this oversight by presenting a values‐based theory of occupational choice, satisfaction, and success. Values were chosen as the cornerstone of the theory because work values have been identified as critical variables in the career development process (e.g., N. A. Fouad, 1995; D. E. Super & B. Sverko, 1995). Cultural values also play an important role in the occupational choice‐making process (e.g., F. A. Ibrahim, H. Ohnishi, & R. P. Wilson, 1994). Although they are the primary factors in choosing and advancing in an occupation, a number of other variables interact with values.

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“…To date, no studies have examined the psychometric properties of this widely used problem-solving instrument with Mexican American samples. However, researchers have noted the importance of using psychological and career-related instruments that have been validated with Latinos to support culturally competent career assessment practices with individuals from this group (Acevedo-Polakovich et al, 2007; Fouad, 1994; Leong & Hartung, 2000). Persons of Mexican descent represent the largest subgroup of Latinos, who are now the nation’s largest racial/ethnic minority group (U.S.…”

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confidence: 99%

Exploring the Validity of the Problem-Solving Inventory With Mexican American High School Students

Huang

Flores

2011

Journal of Career Assessment

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The Problem Solving Inventory (PSI; Heppner & Petersen, 1982) is a widely used measure to assess one's perceived ability in problem-solving behaviors and attitudes in the United States and many other countries. In this study, a bilevel model was examined with a Mexican American high school student sample (N = 164) using confirmatory factor analysis. Results of the confirmatory factor analysis supported the bilevel model with the current sample of Mexican American high school students. The data provided support for the PSI and enhances the generalizability of some of the previous findings based on the U.S., Turkish, and South African samples. Also, this study provides crosscultural information that promotes our knowledge about the efficacy of problem-solving constructs across different age and cultural groups. The Problem Solving Inventory (PSI) (Heppner, 1988; Heppner & Petersen, 1982) has been applied to more than 120 studies in the past 20 years (Heppner, Witty, & Dixon, 2004 & Anderson, 1985; Nezu, 1985), physical health (e.g., Elliott, 1992), coping behavior (e.g., Heppner, Reeder & Larson, 1983), career planning and decision making (e.g., Larson & Heppner, 1985; Heppner & Krieshok, 1983), and study habits and academic performance (Elliot, Godshall, Shrout, & Whitty, 1990). In addition, problem-solving appraisal has been linked to a host of behavioral, affective and cognitive activities related to personal problem-solving (Heppner, 1988). These studies demonstrate the important role of the problem-solving appraisal in personal adjustment.Problem-solving appraisal is relevant for educators, psychologists, and student affairs professionals (Heppner & Baker, 1997). For example, educators are interested not only in increasing knowledge about some specific topics but also in increasing students' problem-solving abilities. Similarly, student affairs professionals are often interested in psychoeducational programming to improve specific skills (e.g., assertiveness), as well as general problem-solving skills for preventive purpose. Problem-solving is a topic that has a great deal of applicability for practitioners as they work to increase the problem-solving Validity of PSI with Mexican Americans 5 effectiveness of a broad range of people (e.g., children, adolescents, college students, adults, and older adults.)The PSI has demonstrated acceptable internal consistency across independent samples and cultural groups; however, most of the PSI research has been conducted with European American college students (Neville, Heppner, & Wang, 1997). Thus far, the cross-cultural studies of the PSI have included African American college students

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Career Assessment With Latinos/Hispanics

Cited by 15 publications

References 29 publications

Modeling Mexican Americans’ Educational Expectations: Longitudinal Effects of Variables Across Adolescence

Modeling Mexican Americans’ Educational Expectations: Longitudinal Effects of Variables Across Adolescence

The Role of Work and Cultural Values in Occupational Choice, Satisfaction, and Success: A Theoretical Statement

Exploring the Validity of the Problem-Solving Inventory With Mexican American High School Students

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