This study was designed as a content analysis of 2012–2017 American Counseling Association conference sessions to examine how social justice was presented. Four findings emerged from the qualitative content analysis: (a) rates of social justice sessions varied over time; (b) there were more multicultural sessions than social justice sessions; (c) populations that were addressed least often and most often were identified; and (d) there was a decline in the number of social justice content sessions. Implications are presented.

College undergraduate students (N = 259), were given a measure of tolerance toward people with intellectual disability. Half of the sample was given a version that used the term mentally retarded, and half was given a version that used person with intellectual disability. Individuals receiving the version with mentally retarded had lower levels of tolerance on all four subscales of the instrument. They scored significantly higher on the subscales of Exclusion and Sheltering and significantly lower on the subscales of Empowerment and Similarities than their peers who received the version using the term person with intellectual disability.

A random sample of 1,276 U.S. adults were surveyed about their perceptions of differences for Blacks in the United States based on discrimination, ability to learn, opportunities for education, and willpower. Those with little education and extensive education were more aware of discrimination for Blacks. Higher levels of education as well as professional and managerial work increased awareness that Blacks have the same ability to learn as Whites and that Blacks lack equitable opportunities for an education. Those with less education and those employed in technical and manual labor were the most likely to say Blacks lacked willpower.

This study with 20 adults explored adding career biographies and career narrative writing to the career interest assessment report process. Participants reported that biographies and narratives helped them identify themes to consider how their career plans fit their personal lifestyle, meaning making, and values. This study offers 1 way to incorporate narratives and story to explore the self and self‐in‐context to activate meaning‐making processes in career interest assessment reports. Until career interest assessment reports include career biographies and a process for writing career narratives, only career counselors can offer this type of service to clients.

This pilot study examined social justice identity development for first- and second-year clinical and school counseling master’s students enrolled in a one-semester multicultural and social justice counseling (MCSJC) course. Counselor educators can incorporate social justice pedagogy in their courses to better equip counselors-in-training with the knowledge and skills necessary to act (Odegard & Vereen, 2010), which can foster the development of their social justice identities (Miller et al., 2009). Students enrolled in the MCSJC course reported their social justice identity at the beginning and end of the semester to determine identity development over time. In addition, pedagogical strategies were evaluated for their impact on identity development. Significant increases in social justice identity domains were found, with group differences based on year and track in the program. This study identified pedagogical strategies, such as cultural immersion activities, small group discussion, and guest speakers, that fostered students’ social justice identity development. What is the public significance of this article? This study suggests that social justice identity can be developed during a semester long, masters-level multicultural and social justice counseling course. Counselor educators can consider effective and intentional ways to incorporate various pedagogical strategies in their curriculum to foster the growth of students’ social justice efficacy and engagement, and the present study offers empirically-based evidence of such effective pedagogy.