Class jumping into academia: multiple identities for counseling academics 6
By: Nelson, Mary Lee. 4 0 16 [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Counseling.;Grounded theory.;Multiculturalism.;Environment and children.;Hardship. -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | BF637 .C6 .J826 | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | BF637.C6J6.2006 (Browse shelf) | Available | PER 1000B |
Browsing PLM Shelves , Shelving location: Periodicals Section , Collection code: Periodicals Close shelf browser
ABSTRACT : Eleven counseling psychology and counselor education academics were interviewed regarding their experiences of progressing from lower- or lower-middle-class backgrounds to college and, further, to academic positions. Grounded theory method was used for data analysis, and consensual qualitative research methods were used for triangulation and data presentation. Participants described experiences of hardship as children, obstacles to advancement, resources that enabled academic pursuits, and thwarted belonging needs in academic environments and original referent group settings. Bicultural and tricultural identity development were identified as central phenomena for participants. Implications regarding social class as an important aspect of multiculturalism are discussed. 56
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