She recently completed her education in counseling psychology with an emphasis in consultation and industrial organizational psychology at Western Michigan University and a dissertation on executive coaching and leadership. She is a member of the American Psychological Association (APA), Divisions 13, 14, and 17.

Little is known about the training needs of international students in professional psychology programs and what supervisors could do to assist these students in their training. This study surveyed 42 international students in programs accredited by the American Psychological Association concerning several training and supervision variables. Results revealed that students who reported being less acculturated also reported less counseling self-efficacy, weaker supervisory working alliances, more role difficulties in supervision, and more discussion of cultural issues in supervision. Implications for supervision and future research are discussed. JOHANNA E. NILSSON earned her PhD in counseling psychology from Western Michigan University. Her current affiliation is the University of Missouri-Kansas City. Her research areas include the adjustment and mental health of the immigrant population and international students, training and supervision, and methodological issues. MARY Z. ANDERSON earned her PhD in counseling psychology from the University of Illinois at Urbana-Champaign. Her current affiliation is Western Michigan University. Her research areas include counseling processes and outcomes, counselor training, and assessment.

This article advances the understanding of workplace sexual identity management for lesbian, gay, and bisexual individuals by examining three conceptual frameworks recently proposed in the organizational and psychological literature (Clair, Beatty, & MacLean, 2005; Lidderdale, Croteau, Anderson, TovarMurray, & Davis, 2007;Ragins, 2004Ragins, , 2008. After exploring two of the models that are based in stigma theory and one that is based in social cognitive theory, the article addresses new directions for understanding and studying sexual identity in the workplace through expanding and clarifying the prior conceptual work in the three models. Specifically, directions for greater clarity in definitions of identity management are suggested, recommendations for the integration and extension of perspectives on the relationship of identity management and workplace climate are made, and the need for expanding notions of sexual identity itself is promoted. R eviews of lesbian, gay, and bisexual (LGB) work-related scholarship in vocational psychology and organizational management have identified workplace sexual identity management as one of the key factors or "unifying themes" for study with respect to LGB workers and their workplaces

Prior research examining disclosure of sexual orientation at work suggests that lesbian and gay people employ diverse strategies for managing this nonvisible aspect of their identity. Yet, research concerning sexual identity management has been hampered by inadequate conceptual definition and measurement. This paper reports initial development of the Workplace Sexual Identity Management Measure (WSIMM) based on a conceptual model of lesbian and gay identity management supported by prior qualitative research. Psychometric properties of the WSIMM were examined for a sample of 172 student affairs professionals. Results suggest the WSIMM successfully assesses a continuum of identity management strategies and lend partial support for individual scales. Recommendations concerning appropriate uses and further refinement of the measure are provided.

This study was part of a longitudinal study of factors related to persistence in a science-related career. Participants (N = 173; 97 women and 76 men) were a subsample of matched participants from the 1980 and 1990 phases of data collection in the midwestern United States who in 1980, while in high school, aspired to a science, math, or technology career. By 1990, 36% of women and 46% of men had persisted in a science-related career. Structural equation model testing indicated that for women persistence was related to the number of elective high school science courses taken and that women who had higher career commitment were more likely to have switched aspirations to another career field. For men, persistence was related to their 1980 and 1990 career aspiration level and needing and obtaining financial support for college. For men these relationships also incorporated the largely indirect effects of high school science grade point average. Implications for counseling include encouraging interested adolescent girls to take elective science courses and nurturing aspiration level in adolescent boys who have science ability and are interested in a science career.