Aaron P. Jackson

Academic Persistence Among Native American College Students

Qualitative interviews with 15 successful Native American college students who grew up on reservations identified the following themes related to their persistence in college: (a) family support, (b) structured social support, (c) faculty/staff warmth, (d) exposure to college and vocations, (e) developing independence and assertiveness, (f) reliance on spiritual resources, (g) dealing with racism, (h) nonlinear path, and (i) paradoxical cultural pressure. The results indicated a need for stable mentoring relationships and programmatic support.

Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for pairs of special and general education teachers. Teachers were taught the curriculum, rules, instruction, materials, and environment collaboration process (M. A. Prater, 2003) in which teachers compared the demands of the general education classroom with the strengths and limitations of the individual student. Results indicate that sharing common philosophies about educating students with disabilities is an important aspect of successful collaborative planning. Teachers who expressed common philosophies about educating students with disabilities completed the process together. The teachers who did not express similar philosophies completed the process separately.

Career Barriers Among Native American Students Living on Reservations

Patterns of educational achievement and employment indicate that Native American students face considerable barriers to career development. This is particularly true for those who live on reservations. This study used a hermeneutic analysis of qualitative interview data to identify and describe these barriers from the perspective of 29 Native American students in reservation secondary schools. Themes related to the barriers faced by these students are described and discussed.

Secondary Transition of Multicultural Learners: Lessons From the Navajo Native American Experience

Lynn K. Wilder, Aaron P Jackson, and Timothy B. Smith ure,fcrculty tnembers at the Department of Coiinseling Psychology and Special Educution, Brigham h u n g University. Correspondence concertiing this urticle should be addressed to Lynn K. Wilder; Brighutn Yoiitig University, 332-F MCKB. PO Box 25043, Provo. UT 84602-5043. E-niuil rimy he sent to wilder@ l7vu.edu he Individuals with Disabilities Act of T 1990 (IDEA), P.L. 101-476, and the IDEA Amendments of 1997, P.L. 105-17, mandate a transition-planning program of studies for students aged 14 and over and transition-planning services for all students with disabilities aged 16 and older. The phrase “all students with disabilities” is interpreted to mean that regardless of the type of disability, students should receive transition services. Clearly, a student’s type of disability will affect the specific issues he or she faces in postsecondary transition. By considering the context of a student’s type of disability, special educators can better individualize planning for successful transitions. Such individualization is a guiding principle in the field of special education (Smith, 1998). However, individualization based on disability classification alone is insufficient to facilitate successful postsecondary transitions for all students with disabilities. In addition to the contexts that result from different types of disabilities, special educators should consider students’ cultural contexts. Culturally sensitive special education services can enhance the likelihood of successful postsecondary transitions because culture does influence postsecondary outcomes (Bakken & Aloia, 1999). By recognizing cultural influences, teachers can better individualize services. Individualization should be based on disability classification and cultural context. Despite the tone of equality and fairness present in the phrase “all students with disabilities,” statistics reveal alarmingly inequitable trends in the field. Minority ethnic groups are overrepresented in special education classes (Baca & Cervantes, 1998; Smith, 1998). Students from these groups are more likely to be misdiagnosed and to receive inadequate services once they are diagnosed (Obiakor, 1999). School dropout rates of youth from some cultures are five times higher than those of White students (Minnesota Private College Research Foundation, 1994). Similarly, high incarceration rates and other negative trends indicate some serious problems in the transition of some students from diverse cultures to the world of work or to postsecondary training (National Council of Juvenile and Family Court Judges, 1990). These aforementioned problems have been widely reported, and they speak to

Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program.

Special education faculty members (n = 12) from a large Western university participated in a four-year professional development program centered on increasing their cultural responsiveness. During the fourth year the primary investigator interviewed faculty members regarding their perceptions and the impact of the program. Each interview was audiotaped, transcribed, and analyzed using the inductive analysis design for qualitative research (Hatch, 2002). Faculty expressed likes and dislikes of the program and provided suggestions for future professional development. Other results that emerged included that time was a barrier, that leaving campus facilitated learning, and that collaboration enhanced learning. Faculty reported that the professional development made them self-reflect, change practice and attitudes, adjust their perceptions of diverse students, and alter professional interactions. Faculty also expressed personal conflicts as a result of these activities.

Measuring work productivity with a mental health self-report measure.

Objective: To determine whether the Social Role (SR) Scale of the Outcome Questionnaire (OQ) can predict work productivity. Methods: Employees at Utah State Hospital completed the OQ and the Work Productivity and Activity Impairment Scale (WPAI) once monthly for four months. Results: The SR predicted the WPAI Presenteeism and Activity Impairment scales. Conclusions: The SR can be used to estimate work productivity using tools like the Productivity Calculator. Specific relationships among measures and suggestions for future research are discussed.

Exploring Interactions of Improvers and Deteriorators in the Group Therapy Process: A Qualitative Analysis

Abstract This study examined the interactions of individuals who showed symptom improvement and those who showed deterioration during the course of short-term group psychotherapy. A qualitative hermeneutic analysis was used to identify and describe themes from the group interactions. Both broad group themes, as well as themes specific to improvers and deteriorators, were found. Findings suggest that the differences in group behavior between those who get worse and those who improve are subtle and thus difficult for group leaders to detect. Although the differences were not immediately apparent, a deeper examination of group process did reveal distinct patterns for deteriorators that were different from those of improvers. These patterns of interaction are discussed as well as variables related to client, leader, and group as a whole that may have contributed to the outcome of group members.

Acculturation experiences of Chinese international students who attend American universities.

Given the increasing number of Chinese international students attending American universities, it is important to consider potential problems arising during their initial transition period, and their experiences acculturating into the American culture and educational system. Thirteen Chinese international students participated in qualitative interviews conducted in participant’s native language, Mandarin Chinese. Data analysis followed the hermeneutic circle. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the U.S. They described how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants’ interviews, emerging themes included (a) difficulties and challenges they faced as new immigrants, (b) differences they encountered with respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the U.S., and psychological adjustments, (c) positive growth they acknowledged from facing challenges and adapting to their new environment, and (d) help they received from a variety of individuals and organizations. Additionally, participants offered suggestions to future Chinese international students, emphasizing the importance of more proactively seeking and receiving assistance. Implications for American universities, including counseling centers, to more actively assist and include Chinese international students are also discussed. An increased understanding of and sensitivity to international students’ challenges will help professionals strengthen outreach services.

Career Development Courses and Educational Outcomes Do Career Courses Make a Difference

Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course (n = 3,546) and a matched group of students who did not take the career course (n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

International Student Support Groups: Learning from Experienced Group Members and Leaders

ABSTRACT A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.