Jerry Trusty

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

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.

Lost Talent: Predictors of the Stability of Educational Expectations across Adolescence.

Logistic regression analyses were used to determine the extent to which demographic variables, students’personal resources, and family resources were predictive of stable or lowered educational expectations across the time period from eighth grade to 2 years post-high school. The sample was limited to U.S. students who (a) indicated in the eighth grade that they later expected at least a bachelor’s degree, and (b) achieved above the median score on eighth-grade reading and math tests. Therefore, students had high early expectations and showed early signs of academic talent. Lowered educational expectations across time have been described in the research literature as lost talent. For male and female adolescents, low socioeconomic status was most strongly related to lost talent. Racial group membership was also predictive of lost talent. For females, external locus of control was predictive of lost talent; whereas for males, family resources were protective factors.

Adolescents with Learning Disabilities: Are They Allowed to Participate in Activities?.

Fifty-one Anglo American (28 educationally successful, 23 educationally at risk) and 20 African American (10 educationally successful, 10 educationally at risk) high school boys participated in a study to determine their willingness to allow same-sex peers with learning disabilities (LD) participate in a variety of activities. Kruskal-Wallis One-way Analysis of Variance by Ranks (S. Siegel & N. J. Castellan, 1988) results indicated no significant differences among educationally successful groups, educationally at-risk groups, or ethnic groups regarding their willingness to allow peers with LD to participate in activities. However, there were significant differences in the degree to which peers with LD would be unconditionally or reluctantly allowed to participate or denied participation. Discussion addresses the importance of educating and training adolescents with and without LD to enhance interaction and improve relationships among students.

A Cross-Cultural Validation of the Attachment Style Questionnaire: A Malaysian Pilot Study:

In response to the need for a culturally valid attachment measure for Malaysians, the present study examined the psychometric properties of the items and scales of the Attachment Style Questionnaire. The questionnaire is a broad-based self-report measure originally developed in Australia. Results of the study only partially supported the validity of the measure. Several items in the measure lack reliability and validity. One of its scales was found to have questionable content validity. This study illustrates several issues highlighted in the literature regarding the use of assessment measures in multicultural and cross-cultural settings.

Modeling the Effects of Counselor-Trainees' Perceptions of Early Childhood on Trainees' Social Influence Attributes.

Through structural equation modeling, this study investigates the effects of counseling students’perceptions of early-childhood experiences on their social influence attributes as rated by their instructors. Perceptions of early childhood had no effects on instructors’ratings of trainees’expertness or trustworthiness, but did have effects on ratings of attractiveness. This model provides a close statistical fit to the data. The model supports the theoretical position that trainees’ intrapersonal family-of-origin processes influence their interpersonal-emotional functioning in counseling. Results have consistencies and inconsistencies with theoretical frameworks used to explain the influences of family of origin on counselors’ functioning. Implications for counselor training and supervision are presented.

A Note From the New Editor

I am Jerry Trusty, the new editor of The Career Development Quarterly (CDQ). I am honored to assume this position and look forward to working in this capacity. As the incoming editor, I have been working closely with Mark Pope, the outgoing editor, for more than a year now. 1 express my thanks to Mark for many things. First, Mark leaves me a journal in very good condition. That is, there was an effective, functional system of manuscript review in place; there is no large backlog of manuscripts; and the editorial board and the ad hoc editorial board are strong. I was able to easily step into and use Marks well-organized system and resources and continue with the high level of functioning. Marks editorial assistant, Mika Ross, has also been very helpful in the organizational aspects of the editor transition process. Second, I thank Mark for his unending patience with me during this transition. I know I have asked him hundreds of questions, and I have likely asked him several questions more than once. All who know Mark know his patience. He took time at The National Career Development Association (NCDA) and the American Counseling Association (ACA) conferences to meet with me, and there were countless phone calls and e-mails from him. Mark worked diligently at making the transition a smooth one. Third, I thank Mark for leaving me and NCDA a quality journal. Others are responsible for this also (e.g., editorial board, ad hoc editorial board, NCDA leadership, authors, production staff), but the editor of a journal carries a large portion of the responsibility for the quality of a journal. CDQ has consistently been a highly rated journal in the field, and the journals ratings have been trending upward during Marks tenure as editor. I understand that ratings are not always truly reflective of a journals quality. A more objective indicator of quality for me is the high degree to which I and many others depend on CDQfor knowledge about career development. I thank our exceptional editorial board for the work they have been doing and continue to do. This work is often tedious, but it is work that is salient to our knowledge bases. CDQhus enjoyed a healthy number of submitted manuscripts during the past year. I am genuinely impressed with the thought fulness, care, knowledge, and effort that editorial board members devote to reviewing manuscripts. CDQ welcomes several new members to the editorial board: Patrick Akos, University of North Carolina-Chapel Hill; Dennis Engels, University of North Texas; Spencer Niles, The Pennsylvania State University; Marie Shoffner, University of Virginia; Graham Stead, Cleveland State University; and Sherri Turner, University of Minnesota. These new members have been reviewing manuscripts for several months, and some have been reviewing manuscripts for a longer period because they are former members of the CDQAd Hoc Editorial Board. …