Career development needs of special populations

Abstract

The career development needs of special populations in higher education (reentry women, special admissions groups, and racial and ethnic minorities) have received increasing attention in the counseling literature (Griffith, 1980;Lance, Lourie, and Mayo, 1979;Voelz, 1974). In fact, Gelso (1979) has indicated that research related to women is one of the major trends in counseling research. A similar situation appears to be occurring in the area of counseling racial and ethnic minorities. Researchers and practitioners alike have begun to point out that the career development needs of racial minorities (blacks, Hispanics, Asian Americans, and Native Americans) have not been met (Griffith, 1980;Picou and Campbell, 1975).Despite the relatively recent emphasis on reentry women, special admission groups, and racial minorities in higher education, painfully little is known about thecareer development of these special populations (Osipow, 1975;Smith, 1975). Zytowski (1969) has pointed out that presently there is no theory that addresses important issues in the career development of women. Similarly, Osipow (1975) has observed that career development theories do not currently take into account the differential life stage development of New Directions for Student Seruices, 14.1981 33 34 women. Most career theories are basedon the life stage development of white, middle-class men.Current conceptualizations of the career development of racial minorities has also come under heavy criticism. It has been suggested that much of the career literature has led to stereotypingof Blacks and other racial minorities. According to Griffith (1980), Warnath (1975), Osippw (1975), and Smith (1975, the underlying assumptions of career theories have limited application to members of racial minority groups.Members of special admissions groups to institutions of higher education may also have different career development needs from those students who have been admitted through traditional routes. This situation exists largely because of the different life circumstances from which many members of special admissions groups come. Typically, members of special admissions groups have been subjected to economic deprivation, educational disadvantage, and other factors that have worked to exclude them from access to higher education.There is a need to consider different methods for conceptualizing the career development of special populations and the issues that affect their academic success, retention, and counseling in higher education. The purpose of this chapter is to examine the literature on the career development of special populations (defined as reentry women, special admission groups, and racial minorities) in higher education and to review methods for facilitating their career development. Career development is defined as a series of life stages and events that influence the degree and level of an individual's life experiences as well as labor force participation. Career development strategies are needed to promote that set of circums...

Transcendent counseling: A multimodal model for multicultural counseling

“…Major concepts of transcendent counseling are discussed further in subsequent sections of this article. These concepts have particular relevance for multicultural counseling with the primary American ethnic minorities because of their relationship to the problems and needs of these clientele and their consistency with recommended counseling approaches for ethnic clients (Atkinson, Morten, & Sue, 1983;Smith, 1981). For example, health concerns, the focus on client action and counselor motivation of the client, the importance of positive ethnic social models, and emphasis on transcending racism and poverty are all themes that often appear in the literature on crosscultural counseling.…”

“…In general, traditional theories of counseling and psychotherapy have ignored nonwhite ethnic groups (Patterson, 1980;Smith, 1981), while, on the other hand, cross-cultural approaches are suggesting that each counselor become an expert on the cultural ways of counseling strategies for each ethnic group and sometimes its subethnic groups such as particular Spanish cultures, Indian tribes, or Asian nationalities (Atkinson, Morten, & Sue, 1983;Pedersen, Lonner, & Draguns, 1976). Although cross-cultural efforts have provided much understanding and many useful applications for the practitioner in the field, we herewith recommend this beginning toward a theory that offers an economical alternative in terms of multicultural applicability and cross-cultural generalizability.…”