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Diversity Issues in Career Counseling

In this unit you explored five different cultural groups and the need for cultural competence. As was discussed by Zunker, we must understand our own assumptions, values, and biases, as well as the worldviews of others and then develop appropriate strategies and interventions. The goal of this assignment is to demonstrate your understanding of cultural competence, your limitations as they relate to career counseling, and your plan to develop the needed skills.

For this assignment, choose a cultural group of which you are not a member and create a persona for a fictitious member of that group. Address the following elements in your assignment:

• Describe a fictitious person from your chosen cultural group with a presenting career or job-related concern, who you will use as your client or student. Example: if you are an African-American male, you may choose to write about a person who identifies as female, Navajo American Indian, married with five children, living on a reservation, forty years old with a high school education who recently lost her job as a human resources clerk.
• Analyze how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced your client’s career development. Select at least three characteristics or diversity issues. How might these factors, combined with the presenting career counseling issue, impact the person’s mental well-being, life roles, and relationships with others?
• Assess how biases and assumptions can impact the career counseling process both from your perspective as the counselor and from the perspective of the client or student. Propose strategies to decrease biases and assumptions.
• Assess your own biases and describe how you will work to decrease these biases when working with diverse populations. Describe strategies you can use to decrease your biases and assumptions.

Your assignment should be 4–5 pages in length, include at least three references, and follow current APA style and format. Review the Diversity Issues in Career Counseling scoring guide to understand the grading criteria for this assignment

Readings

Use your Career Counseling text to read the following:

• Chapter 9, “Career Counseling for Multicultural Groups,” pages 222–247.
• Chapter 10, “Gender Issues and Dual Careers,” pages 248–260.
• Appendix C, “Multicultural Career Counseling Checklist for Female Clients,” pages 416–418.

Use your Using Assessment Results text to read the following:

• Chapter 3, “Some Measurement Concepts,” pages 29–42.
• Chapter 8, “Career Beliefs and Decision-Making Inventories,” pages 130–145.

Use the Capella University Library to read the following:

• Lee, C. C. (2012). A conceptual framework for culturally competent career counseling practice. Career Planning & Adult Development Journal, 28(1), 7–14.
• Pässler, K., Beinicke, A., & Hell, B. (2014). Gender-related differential validity and differential prediction in interest inventories. Journal of Career Assessment, 22(1), 138–152.

Research

Choose ONE of the following articles to read or search the Capella Library for a career counseling article related to a culture different from your culture or ethnicity. You will use this article in your assignment in this unit.

• Chronister, K. M., Harley, E., Aranda, C. L., Barr, L., & Luginbuhl, P. (2012). Community-based career counseling for women survivors of intimate partner violence: A collaborative partnership. Journal of Career Development, 39(6), 515–539.
• Flynn, S. V., Duncan, K. J., & Evenson, L. L. (2013). An emergent phenomenon of American Indian secondary students’ career development process. Career Development Quarterly, 61(2), 124–140.
• Moakler, M. W., & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62(2), 128–142.
• Tovar-Murray, D., Jenifer, E. S., Andrusyk, J., D’Angelo, R., & King, T. (2012). Racism-related stress and ethnic identity as determinants of African American college students’ career aspirations. Career Development Quarterly, 60(3), 254–262.
• Yang, A. (2014). Themes in the career development of 1.5-generation Hmong American women. Journal of Career Development, 41(5), 402–425.
• Zalaquett, C., & Baez, J. (2012). Career counseling with Hispanics/Latinos/as. Career Planning and Adult Development Journal, 28(1), 57–71.

Diversity Issues in Career Counseling Scoring Guide

Due Date: End of Unit 5.
Percentage of Course Grade: 10%.

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe a fictitious persona of a counseling client or student from a cultural group other than one’s own. 16%	Does not describe a fictitious persona of a counseling client or student from a cultural group other than one’s own.	Describes an incomplete fictitious persona of a counseling client or student from a cultural group other than one’s own.	Describes a fictitious persona of a counseling client or student from a cultural group other than one’s own.	Describes a comprehensive fictitious persona of a counseling client or student from a cultural group other than one’s own.
Analyze how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced a client’s career development. 16%	Does not describe how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced a client’s career development.	Describes how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced a client’s career development.	Analyzes how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced a client’s career development.	Evaluates how societal norms such as gender, age, culture, socioeconomic status, or other characteristics may have influenced a client’s career development.
Analyze the inter-relationships between work, mental well-being, relationships, and other life roles and factors. 17%	Does not describe the inter-relationships between work, mental well-being, relationships, and other life roles and factors.	Describes the inter-relationships between work, mental well-being, relationships, and other life roles and factors.	Analyzes the inter-relationships between work, mental well-being, relationships, and other life roles and factors.	Evaluates the inter-relationships between work, mental well-being, relationships, and other life roles and factors.
Assess how biases and assumptions can impact the career counseling process both from the perspective of a counselor and from the perspective of a client or student. 17%	Does not describe how biases and assumptions can impact the career counseling process from the perspective of a counselor or from the perspective of a client or student.	Describes how biases and assumptions can impact the career counseling process from the perspective of a counselor or from the perspective of a client or student, but not both.	Assesses how biases and assumptions can impact the career counseling process both from the perspective of a counselor and from the perspective of a client or student.	Evaluates how biases and assumptions can impact the career counseling process both from the perspective of a counselor and from the perspective of a client or student and proposes ways to address these biases and assumptions.
Self-assess biases and assumptions and describe how to minimize them when working with diverse populations. 17%	Does not describe biases or assumptions and does not describe how to minimize them when working with diverse populations.	Describes biases and assumptions in a general way and how to minimize them when working with diverse populations, but fails to identify personal biases and assumptions and their impacts.	Self-assesses biases and assumptions and describes how to minimize them when working with diverse populations.	Self-assesses biases and assumptions and describes how to minimize them when working with diverse populations; providing feasible, genuine, and personal action steps.
Communicate effectively through the consistent use of grammar, punctuation, mechanics, and APA format expected of a counseling professional. 17%	Communicates in an ineffective and unprofessional manner through unclear, wordy, disorganized, and grammatically incorrect writing that incorporates incorrect APA style conventions.	Communicates in an inconsistent manner through language that lacks clarity, conciseness, organization, and proper grammar usage or that incorporates APA style conventions with errors that detract from the strength of the writing.	Communicates in an effective and professional manner using scholarly resources that support the analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions with few errors.	Communicates in an exemplary, effective, and professional manner using scholarly resources that support the analysis by connecting concepts through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions with no errors.

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