The purpose of this study was (a) to explore the factor structure of a Spanish version of the Career Decision Scale (CDS; Osipow, Carney, Winer, Yanico, & Koschier, 1976) with Puerto Rican college students, (b) to examine the relation of trait anxiety to the identified dimensions of career indecision, and (c) to explore differences in anxiety and career indecision dimensions between career undecided students and subgroups of career decided students. Participants were 337 undergraduate students enrolled at a major private university in Puerto Rico. An exploratory factor analysis with the items of the Spanish CDS yielded four factors similar to those identified with the original CDS. In addition, results indicated that the identified dimensions of career indecision were positively associated with anxiety and that college students who presented as career decided were a heterogeneous group. The findings suggested that the Spanish version of the CDS may be a valid instrument to assess antecedents of career indecision among Hispanic college students and that some college students who identify themselves as career decided may benefit from career counseling interventions.
This study qualitatively examined how participants in a long-term service-learning program described their understanding of and commitment to social justice, multicultural competence, and civic engagement. Interviews with members of a university-sponsored AmeriCorps service-learning program explored participants' perceptions of the effects of their service. Several participants in this study increased their awareness of inequality, but only some adopted a commitment to social justice. Participants also developed several multicultural skills while interacting with their clients, such as empathy, patience, attachment, reciprocity, trust, and respect. All participants expressed a commitment to continued civic engagement.
This study examined administrative staff perceptions of professional ethics in a student affairs division at one university. In-depth interviews were conducted with 12 staff members (six assistant/associate vice presidents and six directors) and analyzed using the constant comparative method. Participants described three dimensions of professional ethicality: regulatory, situated, and collective. Discussion focuses on the inadequacy of personal or professional values alone to guide complex ethical reasoning in higher education, as well as the need for creating and sustaining ethical environments in student affairs through ethical modeling and relational leadership.
This constructivist case study examined undergraduate student leadership development. Twenty-one student leaders, 13 females and 8 males, in a campus recreational sports department were interviewed using a semi-structured interview protocol. Seven broad themes: organizing, planning, and delegating; balancing academic, personal and professional roles; mentor/role model and motivating others; problem solving and decision making; communication skills; working with others/diversity; and giving and receiving feedback emerged from the analysis.
This study used focus group interviews to explore 22 students' definitions of and strategies for college success. Students' narratives revealed their definitions of success were multifaceted and encompassed how they were doing academically, their degree of social integration, and their perceived ability to navigate the college environment. In addition, although students described a range of strategies that contributed to their academic success, their reports revealed they did not always employ those strategies. These findings affirm that institutions should continue providing services that support students' academic success, while also promoting their personal development and social integration.