The purpose of this study was (a) to determine whether the relationship between male gender role conflict variables and mental health generalizes to women and (b) to investigate other aspects of social gender roles and mental health. An adaptation of the Gender Role Conflict Scale (J. M. O'Neil, B. J. Helms, R. K. Gable, L. David, & L. S. Wrightsman, 1986) and measures of depression and anxiety were administered to male and female college students. Men showed more restricted emotionality, more restricted affection, greater appropriate and inappropriate success, and more restricted affection, particularly for other men; there were no gender differences related to the conflict between work and family. However, for the most part these variables were related to depression and anxiety in similar ways in men and women. The major predictor of depression and anxiety for men and women was conflict between work and family.

In this study, 184 Latina/o students provided their perceptions of support from high school counselors and their levels of acculturation, Mexican orientation, and Anglo orientation. Perceptions of expectations, perceptions of appraisal, and Mexican orientation were significant predictors of enrollment in Advanced Placement (AP) courses. The authors did not find gender differences between males and females across perceptions of support and acculturation. This article discusses the importance of these findings and offers implications for school counselors.

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Through 23 open-ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural expectations, and intrinsic motivation.

This study explores the lived experiences of Mexican American graduate students who completed a course on Mexican American counseling and mental health. The experiences of Mexican American students taking a mental health course that focuses on their own ethnic group has not been previously discussed in the literature. Given the history of exclusion in the educational system and the increase in the U.S. Latina/o population, it is important to give voice to the experiences of these students. A phenomenological approach is utilized to reveal the essence of the students’ experiences. A total of 3 female and 3 male Mexican American graduate students participated in the study, and five themes emerged: history matters, personal connection, self-discovery, LGBT Mexican Americans, and “Wow!” The results of this study suggests that the course had academic and personal significance for these participants. Furthermore, these experiences may inform future course construction and training in the area of Latina/o mental health.