<p> The advent of the <i>Multicultural and Social Justice Counseling Competencies</i> (Ratts, Singh, Nassar-McMillan, Butler, &amp; McCullough, 2016), the <i>American Counseling Association</i> (ACA) <i> Code of</i> Ethics (2014), and a more comprehensive emphasis on multiculturalism and social justice (Haskins &amp; Singh, 2015; Ratts, 2009, 2011; Ratts &amp; Pedersen, 2014; Smith &amp; Okech, 2016) within the counseling profession highlight a movement towards examining practices and social identities grounded in a formative understanding of intersectionality. The institutionalization of intersectionality emerges from a longstanding history of feminist scholars (Collins &amp; Bilge, 2016; Hancock, 2016) critiquing misconstrued gaps and revolutionizing the meaning of multiple social identities and social justice movements (Anzald&uacute;a, 1987; Collins, 1986, 1990, 2004; Crenshaw, 1989, 1991; hooks, 1981, 1984, 1989; Lorde, 1984; Moraga &amp; Anzald&uacute;a, 1983). Although intersectionality has richened the possibilities of social justice praxis, its theoretical connection has been largely absent in the context of empirical investigations. This current study utilized an intersectionality paradigm and methodological strategies of interpretative phenomenological analysis (Smith, Flowers, &amp; Larkin, 2009; Pietkiewicz &amp; Smith, 2014) to examine the lived intersectional experiences of privilege and oppression of Queer Men of Color in Counselor Education and Supervision doctoral programs. Three participants were interviewed across nine interviews approximately consisting of 90 minutes in length. Findings indicated six superordinate themes emerging from the data analysis: (a) Multiple Dimensions of Privilege; (b) Multiple Dimensions of Oppression; (c) Context/System; (d) Complexities of Intersections; (e) Critical Incidents/Conflict; and (f) Congruity/Change for the Future. The discussion considers the themes emanating from the participants in light of previous forms of implementation utilizing intersectional approaches. Implications broadly for the counseling profession, the social context of counselor education and doctoral education, and the praxis of pedagogy are explored. Future directions for research and limitations of the study are also explicated.</p><p>

<p> For racial minority faculty, racism is associated with adverse outcomes, including poor job satisfaction and less motivation, which may lead faculty to leave the teaching profession. It is unknown what relationships, if any, exist among perceived racial microaggression, job satisfaction, and employee motivation among African American (AA) faculty and other faculty of color in colleges and universities in the southeastern United States. Critical race theory provided a framework to investigate the relationship of perceived racial microaggressions toward AA faculty and other faculty of color with motivation and job satisfaction. This study involved a correlational design using multiple linear regressions to determine the relationships between the variables in a sample of 42 AA faculty and other faculty of color. In the multiple linear regression analysis, the predictor variables were 6 microaggression subscales (assumptions of inferiority, second-class citizen and assumption of criminality, microinvalidations, exoticization/assumptions of similarity, environmental microaggressions, and workplace and school micro-aggressions). The outcome variables were employee motivation and job satisfaction. The results of the analysis indicated no significant relationships between perceived level of microaggressions and job satisfaction or between perceived level of microaggressions and employee motivation. To determine possible bivariate relationships, Pearson&rsquo;s correlations were performed. Assumptions of inferiority and microinvalidations were negatively correlated with job satisfaction, which suggests that when examined in isolation, higher assumptions of inferiority and microinvalidations were associated with lower levels of job satisfaction. Implications for positive social change pertain to ways that oppression and racism can be eliminated in colleges and universities.</p><p>

Researchers have traditionally evaluated success and achievement by examining prescribed constructs and their relationship to specific behaviors, performance skills, or cognitive abilities. The adolescents that have been studied were primarily from urban or metropolitan environments, and these studies did not factor in the influence of cultural context on variations in adolescent success strivings. This longitudinal investigation attempted to expand upon existing studies by not only focusing on a rural, southern high school sample, but also by allowing the students to generate their own criteria for defining success. A 12 category questionnaire, which was developed for this research project, and the Piers-Harris Self-Concept Scale for Children were administered on two occasions to the same group of subjects. The first study (T1) was conducted at middle adolescence, when participants were ninth graders; the second study (T2) was conducted at late adolescence during the twelfth grade. At T1, 149 students, ages 14-16 participated. Eighty were African American (AA); 54 were Caucasian (C). At T2, 152 students, ages 16-19 completed the assessment. Fifty-nine in this study were C and 75 were AA. At both T1 and T2, participants consistently identified three criteria when they generated their own success definitions: accomplishments/recognition, personal attributes and work/career. This was true across the variable of race though some variation was noted in comparison of gender-specific responses. The most frequently cited component of success, accomplishment/recognition, was described as setting and achieving goals being their best, working hard and achieving fame. Comparison of self-concept scores between T1 and T2 showed a significant increase in self-esteem across variables of race and gender. These data provide a profile of rural, southern adolescents viewed from a cultural and longitudinal perspective. The definitions generated by these adolescents can be valuable in the assessment of their success oriented behaviors. Further investigations of adolescents' perceptions of success can contribute to the development of plans and strategies for parents, educators and counselors to assist adolescents with their strivings for success.