Hongryun Woo

Developing a Unified Professional Identity in Counseling: A Review of the Literature

The rationale behind establishing a strong professional identity in counseling includes increasing the likelihood of ethical performances, an advanced awareness of counseling roles, and, ultimately, a better chance for the profession to survive. Scholars have underscored the importance of developing a unified professional identity, but have yet to do so in a way that has generated widespread support. This article presents a review of the literature detailing efforts to define professional identity and its components.

Too Smart to Fail: Perceptions of Asian American Students' Experiences in a Collegiate Honors Program

There is a considerable history of misunderstandings associated with Asian American in education. Although many educators and scholars have begun to pay more attention to unique issues associated with this population, studies exploring these students’ experiences as honors students in collegiate contexts are scant in the educational literature. The purpose of this study is to explore high-achieving Asian American students’ perceptions of their experiences in a collegiate honors program. Using an ecological framework, the authors explored four Asian American students’ unique experiences as members of a collegiate honors program at a large university in the Midwest. Using consensual qualitative research as a methodological framework, six domains were found: (a) experiences in the honors program, (b) resources, (c) perceptions of ethnic identity, (d) career aspirations, (e) suggestions for gifted students, and (f) needs and hopes.

Gifted Ethnic Minority Students and Academic Achievement A Meta-Analysis

We conducted a meta-analysis exploring ethnic minority students enrolled in gifted/advanced programs with an emphasis on their academic achievement outcomes. A comprehensive search based on the Transparent Reporting of Systematic Reviews and Meta-Analysis checklist, was performed to retrieve articles within a 30-year time period (1983-2014), which resulted in 13 articles that were included in this meta-analysis. We analyzed the data using Comprehensive Meta-Analysis and presented the findings with descriptive information about gifted programs and statistical information, including effect size of each gifted program and overall effect size. Statistically significant positive overall intervention effect sizes were found; however, descriptive data revealed issues with the current state of research on gifted ethnic minority students.

Multicultural Leadership Development: A Qualitative Analysis of Emerging Leaders in Counselor Education

A phenomenological exploration of multicultural leadership was conducted on the experiences of eight doctoral students identified as emerging leaders by the Association for Counselor Education and Supervision (ACES). Five themes emerged from participant interviews: Awareness of Culture, Programs Fall Short, Depth in Mentorship, Being Inclusive, and In My Future Profession. Recommendations for further research in multicultural leadership within the counseling profession are included.

Professional Identity Scale in Counseling (PISC): Instrument Development and Validation

This article describes the development and initial validation of the Professional Identity Scale in Counseling (PISC) developed to measure professional identity among diverse counseling professionals in the field of counseling. Based on responses from a sample of 385 participants, exploratory factor analyses yielded six factors. Along with internal consistency and reliability estimates, convergent and discriminant validity were supported. Implications for the profession and future research are addressed.

Moderated Mediation in Career Development Research

With its growing appeal, an increasing number of counseling-related research studies have embraced moderated mediation as a method of inquiry. The purpose of this article is to provide an introduction to some and a refresher to others the concept of moderated mediation and how it can be applied in career development research. We also provide a specific example of how moderated mediation can be tested using the Mplus software program.

Gender, Career and Technical Education (CTE) Nontraditional Coursetaking, and Wage Gap

The two main objectives of this study were to examine the relationship between high school student (9th – 12th) gender and nontraditional career and technical education (CTE) course taking, and the combined effects of gender and program area on estimated future wage earnings for male and female CTE completers. A Midwestern state CTE database (143,510 male and 125,562 female students) designed to fulfill the data collection requirements mandated by the Perkins IV legislation was utilized to answer the two research questions. Findings from logistic regression showed that gender was a statistically significant predictor of nontraditional course taking pattern, with males taking more nontraditional courses than females. Findings from factorial analysis of variance indicated that the effect of gender on estimated future wage earnings measured by the Bureau of Labor Statistics was largely dependent on program area. These findings collectively suggest that although gender pattern in CTE course taking still exists, gender wage gap may be decreasing. Implications of these findings as they relate to educational policy and occupational gender segregation perspective are discussed.

A content analysis of articles focusing on single-case research design: ACA journals between 2003 and 2014

ABSTRACT This content analysis presents an overview of single-case-specific articles published between 2003 and 2014 in 20 American Counselling Association (ACA) journals. In addition to the frequency of single-case design articles, contributors and their affiliation, methodological design, participant populations, and topics of interest and application settings are analysed.

A Meta-Analysis: School-Based Intervention Programs Targeting Psychosocial Factors for Gifted Racial/Ethnic Minority Students

This meta-analysis of five studies examined the effect of school-based intervention programs on psychosocial well-being of gifted racial/ethnic minority students in K–12 school settings. Analyses determined the overall effect sizes for various intervention programs and compared the effect sizes for subgroups by grade (i.e., elementary vs. secondary) and program developer (i.e., local district vs. national institution). Results indicated a significant impact of school-based intervention programs on students’ psychosocial well-being overall. The impact did not significantly differ by grade or program developer. The significance of these results is discussed.

Professional Identity Development in Counseling Professionals

ABSTRACT This study examined group differences in professional identity among 316 counseling professionals (i.e., masters- and doctoral-level counseling students and counselor educators) using the Professional Identity Scale in Counseling (PISC). Counselor educators rated five out of six subscales (i.e., Engagement behaviors, Knowledge of the profession, Philosophy of the profession, Attitude, and Professional roles and expertise) in the PISC significantly higher than doctoral students, followed by masters students. On the Professional values subscale, a different pattern in group comparisons was found with doctoral students having higher scores than counselor educators. Implications for the counseling profession are addressed.