Class jumping into academia: Multiple identities for counseling academics.

Nelson, Mary Lee; Englar‐Carlson, Matt; Tierney, Sandra Callen; Hau, Julie M.

doi:10.1037/0022-0167.53.1.1

Cited by 60 publications

(100 citation statements)

References 31 publications

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“…Unfortunately, this position may be reinforced by the dearth of literature on the issue of psychologists' training, understanding, and personal experience in appreciating different social classes (Lott, 2002;Nelson et al, 2006;L Smith, 2005;Laura Smith, Foley, & Chaney, 2008), let alone the relation of class to theory and practice in vocational psychology specifically (Blustein, 2001; Autoethnography 21 Diemer & Ali, in press). To partly answer the challenge of the discipline's capacity to impact upon social class, in this paper we have introduced the qualitative research method autoethnography as a way to facilitate reflexive research and practice.…”

Section: Resultsmentioning

confidence: 99%

“…A number of scholars have suggested that practitioner training and learning is an ideal site at which to instill awareness of issues pertaining to social justice and class (Gainor, 2005;Hansen, 2003;Nelson et al, 2006;O'Brien, 2001;L Smith, 2005). Diemer and Ali (in press), for example, suggested that class and classism could be addressed in the process of training in career counseling.…”

Section: Potential Applicationsmentioning

confidence: 99%

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Autoethnography in Vocational Psychology: Wearing Your Class on Your Sleeve

McIlveen

Beccaria

Preez

et al. 2010

Journal of Career Development

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This paper addresses reflective practice in research and practice and takes the issue of consciousness of social class in vocational psychology as a working example. It is argued that the discipline's appreciation of social class can be advanced through application of the qualitative research method autoethnography. Excerpts from an autoethnographic study are used to explore the method's potential. This reflexive research method is presented as a potential vehicle to improve vocational psychologists' own class consciousness, and to concomitantly enhance their capacity to grasp social class within their own spheres of research and practice. It is recommended that autoethnography be used for research, training, and professional development for vocational psychologists. addressing social class will ultimately require the delivery of career development services directed at socio-economic need and will depend upon psychological practices that are informed by research and theories sensitive to social class. Accordingly, scholars and practitioners-and their teachers and supervisors-will require various theoretical and professional means by which to take up that challenge in an appropriately informed manner.We approach this challenge by presenting a qualitative research method which can be used by vocational psychologists to raise awareness of their own social class phenomenology and to explore how they can integrate class-related meaning into reflexive research. In doing so, we present another path by which vocational psychologists may pursue the notion of critical consciousness Blustein, McWhirter, & Perry, 2005;Diemer & Blustein, 2006). Objectification of Social ClassPsychology, as a social science and a profession, has developed sophisticated systems of education, training, supervision, credentialing, and registration. Take for example the scientist-practitioner model, which embodies the notions of dispassionate objectivity, technical proficiency, and professionalism. Although we flexibly adhere to the positivist tradition and ideals of the scientist-practitioner approach in our various professional, supervisory, managerial, and academic roles, we assert that psychology's scientific and professional systems and discourses require careful consideration with respect to class. With Following the arguments of other scholars (e.g., Blustein, 2001;Lott, 2002;Richardson, 2000;Roberts, 2005) we suspect that the enculturation of vocational psychologists in the traditional positivist paradigm may inadvertently limit their capacity to fully appreciate and operationalize a sensitive view of class in research, theory, and practice.The enculturation of dispassionate objectivity concomitant with positivism may well serve the development of a scientific professional, but it may concomitantly suppress or limit a professional's understanding and expression of his or her own personal background in terms of social class. We are not suggesting that individuals who identify with the positivist tradition are necessarily dismissive...

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Section: Resultsmentioning

confidence: 99%

Section: Potential Applicationsmentioning

confidence: 99%

Autoethnography in Vocational Psychology: Wearing Your Class on Your Sleeve

McIlveen

Beccaria

Preez

et al. 2010

Journal of Career Development

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“…My own personal transition from working-class boy and labourer to psychologist and academic is reflected in the qualitative, grounded theory study of disadvantaged individuals who similarly made class-transitions into roles as counselling academics, with their concomitant development of bicultural and tricultural capacities (Nelson, Englar-Carlson, Tierney, & Hau, 2006). In my own case, I feel bicultural due to my capacity to speak and live the two dialects of rural working-class and metropolitan, educated middle-class.…”

Section: Discussionmentioning

confidence: 99%

The Genuine Scientist-practitioner in Vocational Psychology: An Autoethnography

McIlveen

2007

Qualitative Research in Psychology

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This paper explores the notion of the scientist-practitioner in vocational psychology. It is suggested that despite the visage of science and technology, the actual practice of vocational psychology and career counselling is a very personal endeavour. The paper uses autoethnography to elucidate the construction of the career assessment and counselling procedure My Career Chapter. It is argued that the genuine creator of the procedure was not the chimerical scientist-practitioner; rather it was a sensitive rural, working-class boy who had transcended strictures of economic class and culture. His transformation inherently effected his doing the science and practice of vocational psychology. The paper suggests that the lamented divide between theory and practice in vocational psychology may be reduced through autoethnographic inquiry, which proffers a personal bridge between the two without diminishing commitment to orthodox forms of psychological science.

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“…Aside from experiencing the problems of the poor in general, poor college youth have problems unique to their situation, such as a sense of isolation in college where others are more materially endowed, and disidentification with their less privileged social class as they become acculturated in a more educated class (Nelson, Englar-Carlson, Tierney, & Hau, 2006). Thus, it is possible that poverty-related stress mediates the effect of SES on wellbeing (Diemer, Mistry, Wadsworth, Lopez, & Reimers, 2013).…”

Section: Sense Of Poverty Mediates the Influence Of Family Ses On Psymentioning

confidence: 99%

“…While college affords poor youth the opportunity for socioeconomic advancement (Nelson et al, 2006), this does not always materialise, perhaps because material scarcity becomes insurmountable, or perhaps because a keen sense of poverty constrains one's capacities. Yet, there are social resources that could mitigate the effects of poverty, and of a sense of poverty, on youth's wellbeing.…”

Section: The Mitigating Role Of Family Problem-solving and Social Resmentioning

confidence: 99%

Psychological Distress Among College Youth as a Function of Family SES: The Mediating Effect of Sense of Poverty and the Mitigating Role of Family Resources

Reyes

Yujuico

2014

Journal of Pacific Rim Psychology

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A lthough college provides an opportunity for socioeconomic advancement, poor college youth confront material scarcity and financial problems and are at risk for psychological distress. Yet, distress is a product not only of poverty per se but of a sense of poverty, or a subjective evaluation of one's socioeconomic conditions vis-à-vis life circumstances. Both sense of poverty and psychological distress, however, can be mitigated by collective problem-solving in the family and by the family's social resources. Analysis of data from Filipino college youth (n = 831) shows that the family's inability to meet financial obligations is not directly associated with distress, but indirectly through sense of poverty. Lack of family assets is not a predictor of psychological distress, given that the positive indirect effect through sense of poverty is counteracted by a negative direct effect. Results also show that family problem-solving lessens psychological distress and that adequate access to social resources lessens the negative effect of sense of poverty on distress.

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Class jumping into academia: Multiple identities for counseling academics.

Cited by 60 publications

References 31 publications

Autoethnography in Vocational Psychology: Wearing Your Class on Your Sleeve

Autoethnography in Vocational Psychology: Wearing Your Class on Your Sleeve

The Genuine Scientist-practitioner in Vocational Psychology: An Autoethnography

Psychological Distress Among College Youth as a Function of Family SES: The Mediating Effect of Sense of Poverty and the Mitigating Role of Family Resources

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