In an increasingly diverse and global society, it is important to evaluate the cultural responsiveness of vocational research. The authors examined trends in the publication of multicultural-focused articles from 2005 to 2015 in 4 journals: The Career Development Quarterly, the Journal of Career Assessment, the Journal of Career Development, and the Journal of Vocational Behavior. Methodological, thematic, and construct trends were examined across the identity categories of gender, socioeconomic status, sexual orientation, gender identity, ability status, religion/ spirituality, age, immigration status, and international research. Results showed increases in social class and international research but continued neglect of sexual orientation, gender identity, and ability status. The themes of career exploration and promoting agency received the most attention; equity in work settings received the least. Findings suggest that more research with underrepresented groups is needed and that counselors may need to rely on resources outside the current literature to ensure best practices with these clients.

The purpose of this study was to develop and provide initial validity evidence for the College Social–Emotional Crossroads Inventory (C-SECI). A sample (N = 751) of undergraduate students was randomly split into two samples for exploratory and confirmatory factor analysis. Results of exploratory factor analysis indicated that three factors should be extracted from the data and that the items comprised three subscales: Campus Cultural Fit, Academic Capital, and School–Family Integration. A confirmatory factor analysis suggested a bifactor structure was the best representation of the C-SECI items. Furthermore, scores on the C-SECI subscales correlated in expected directions with measures of institutional classism, academic self-efficacy, academic progress, global stress, first-generation college student status, subjective social status, and family income. The C-SECI is a brief measure that can be used to capture tensions students may experience between their postsecondary institutions and families and communities of origin.

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