Utilizing the theory of planned behavior, I examined the variables that affect Chinese individuals' help-seeking intention. A total of 251 Chinese individuals participated in this study. Results showed that the variables in the theory of planned behavior accounted for 16% of the variance in help-seeking intention. Specifically, attitude (r = .22, p < .001) and perceived behavioral control (r = .22, p < .001) were found to be significant predictors of help-seeking intention. Based on these results, mental health professionals can design outreach interventions, such as psychoeducational programs, to improve Chinese individuals' help-seeking attitude and perceived behavioral control in an attempt to increase mental health service utilization. Additionally, counselors can discuss with clients' their attitude and perceived behavioral control regarding seeking counseling in an attempt to assist clients in being committed to the counseling process.

Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To equitably analyze community colleges in the sample (n = 909), I separated them into four groups based on institutional size as defined by the Carnegie Classification. Descriptive results indicated that instructional divisions spent an average of 43% of the college's total allocated budget—often more than three times the allocated budget of any other division. Regression results indicated that instructional expenditures had the most consistent impact on student success regardless of college size and that scholarship expenditures and academic support expenditures generally had a negative impact on student retention and completion rates. Regarding Latino student success in particular, findings indicated that the manner in which colleges allocated their funds impacted only small and medium-sized community colleges. Of the nine different types of institutional expenditures, …

The focus of this case study was a study abroad program for student-athletes at a high academically achieving, small liberal arts college in the mid-west region of the United States. The program is designed to maintain a culture of internationalism and multiculturalism by exposing as many student-athletes as possible to study abroad. I reviewed literature to extract an appropriate theoretical framework along with variables that aligned with the purpose of the study; structural and organizational characteristics of the institution, student's background and pre-college traits, interaction with agents of socialization and institutional environment, and quality of effort. I used the semi-structured interview process to interview 9 senior student-athletes (3 female, 6 male; 7 White, 1 African American/White, 1 Chilean/White) who participated in study abroad during the 2015-2016 academic school year at the researched institution and to interview 5 administrators who facilitate the athletic department at the institution. I found that certain critical elements emerged as necessary to create and maintain a study abroad program geared specifically to the needs of the student-athlete population. I also found strong implications for adaptable elements that could generate opportunities for student-athletes to study abroad at a higher rate. These elements serve as a recommended framework …

There is a paucity of research regarding language use among bilingual clients, particularly with Latino children. In order to provide culturally sensitive counseling for bilingual, Spanish-speaking, Latino children it is important to understand their experience of language use. The purpose of this study was to investigate how second generation, bilingual, Mexican American, 5th grade students experience language use in the two languages with which they communicate. I employed a phenomenological method to data collection and analysis and conducted semi-structured individual and group interviews with three boys and five girls (N = 8). Analysis of the individual and group interviews yielded four main structures: (a) dominant language determined perception of developing dual selves, (b) speaking two languages useful in language brokering and upward mobility, (c) dominant language determined experience of language use, and (d) language use and aspects of the complementarity principle. Findings from this study suggest that bilingual Latino children experience language brokering for their parents as difficult, speaking two languages as useful regarding upward mobility, and that their dominant language influences various aspects of their daily experiences such as with whom and where they use each language. Limitations to this research include insufficient time building rapport with participants and …

Gendered organizational conditions create the context for persisting differences between men and women in the workplace. Within, higher education, this manifests as a salary gap between male and female faculty members. The academic capitalistic policy environment creates the conditions for increasing competition for external funding, especially in the areas of research and science and engineering. The change in the academic climate may sustain or intensify the gendering of universities as organizations. Universities with the highest level of research activity were chosen for this study and formed the 130 public institution sample. This study used fixed effects panel regression analysis to explore the relationship between the faculty gender salary gap and institutional emphasis on research as well as science and engineering. In addition, the relationship between institutional emphasis and the faculty gender salary gap was explored over time with the inclusion of a time trend and temporal interaction terms. Results showed that the higher the percentage of female faculty members, the greater the faculty gender salary gap for assistant professors. In addition, science and engineering emphasis over time had a significant impact on the professor salary gap with a decreasing effect both at the mean and one standard deviation above the …

Child centered play therapy (CCPT) is a therapeutic intervention that provides the environment for children to work through and heal from difficult experiences through expression of play and therapeutic relationship. It has been demonstrated effective with multiple types of disruptive behaviors. I conducted single-case research to explore CCPT's influence on children who had four or more adverse childhood experiences (ACEs) and provided analysis of data collected from one assessment administered weekly and one assessment at pre-, mid-, and post-intervention: the Strength and Difficulties Questionnaire and the Trauma Symptoms Checklist for Young Children. The two participants (one 8-year-old White American male and one 9-year-old White American female) demonstrated significant improvement in total difficulties and prosocial behaviors. The study revealed potential therapeutic benefits for utilizing CCPT with children who had four or more ACEs. Encompassed in discussion of study results are implications for practice, suggestions for future research, and limitations.

The purpose of this phenomenological study was to explore how LGB college students created meaning out of their coming out process to their parents. I recruited LGB college students who perceived support from their parents during their coming out process and asked the following research question: What are the lived experiences of LGB college students who have experienced support from their parents during the coming out process? Seven White (n = 4), African American (n = 2), and Hispanic (n = 1) college students, three men and four women aged 18-24 years, shared narratives that included time periods before, during, and after their coming out disclosures to their parents. Using an adapted phenomenological analysis, I identified nine major themes: awareness of feeling different, positive relationship with parents prior to coming out, college impacting the coming out process, feeling unsure of how parents would respond to disclosure, parents assuring continued loved and acceptance, parents affirming LGB identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family's response and support. The findings provide insight into how counselors might work most beneficially with LGB college students and their parents around the coming out process. Opportunities for future research …