Grace Belt_COUN5279_U5 A1_Diversity Issues in Career Counseling

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Running head: DIVERSITY IN CAREER COUNSELING 1 Unit 5 Assignment 1: Diversity Issues in Career Counseling Grace Belt COUN 5279 May 16th, 2021 Dr. Roberts Martin

DIVERSITY IN CAREER COUNSELING 2 Introduction Diversity has always been present in society, but only recently has it been appreciated for its value on humanity. Identifying specific characteristics pertaining to culture and diversity that are associated with Crystal, from the chosen scenario, and exploring considerations that may factor into the presenting career or job-related concern is a relevant starting point for her career counselor. These factors interrelate in defining or clarifying career goals. Societal norms such as gender, age, culture, socioeconomic status or other characteristics may influence Crystal’s career development. As counselors, we must understand our own assumptions, values, and biases, as well as the worldviews of others and then develop appropriate strategies and interventions accordingly. Demonstrating our understanding of cultural competence, our limitations as they relate to career counseling, and our plan to develop the needed skills is crucial for client success and satisfaction. Case Study Crystal is an 18-year-old Korean American female, who recently graduated high school and has had vocational training in graphic design. She has dyslexia. Korean American adolescents and young adults may find themselves caught between traditional Korean culture and demands for Americanization. Subsequently this population of students and parents may have very distinct needs in American schools, as they are a growing population of students (Jung, et al., 2011). Crystal has mentioned pursuing a bachelor’s degree in Graphic Design, but does not know where to start. Her parents are supportive, as they know Crystal is creative and talented and wish her to monetize these skills. Crystal fears rejection during the college search process and wants to know the “easiest and cheapest” options for her & her family. Crystal has added to

DIVERSITY IN CAREER COUNSELING 3 her portfolio over her high school years, as she studied graphic design as a trade in secondary school. Crystal is stressed about updating her portfolio and making it “presentable to others.” Client’s Career Development There are important considerations for counselors, teachers and administrators working with Korean American adolescents to make. Counselors should be cognizant of the specific cultural tendencies and may want to adjust their expectations for performance and behavior accordingly. Korean American adolescents in particular might benefit from social skills interventions that highlight cultural differences and the effects of being between conflicting value systems (Jung, et al., 2011). Crystal would benefit from taking assessments appropriate for her age, goals and culture. An aptitude test would be an odd choice for Crystal, as she already has a good idea of her skills and what career to pursue, generally. Achievement tests are different in that they measure the knowledge a person has and the results are compared to others who took the similar assessment (Osborn & Zunker, 2016). Outcomes of achievement tests have been correlated with a student’s grades, but can be significantly impacted by gender and socioeconomic status. Achievement tests, such as the SAT or ACT, are starting to not be mandated while applying to college. This is a recent norm in college admissions, as schools used to primarily decide on admission through these test scores. Since Crystal has diagnosed dyslexia, she is at a huge disadvantage when it comes to these types of assessments. For this reason, the best assessment for Crystal is another specific achievement test, but not the SAT or ACT. The Test for Adult Basic Education (TABE) would be beneficial for Crystal, as she is in the early adulthood lifespan development stage & Holland’s artistic & realistic personality types. The TABE will help Crystal be confident in the knowledge she already possesses, but will help her better understand the knowledge that may be

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DIVERSITY IN CAREER COUNSELING 4 lacking to prepare for college. The TABE also only has 15 questions and is able to be administered with the help of a practitioner or counselor, unlike the SAT or ACT. Encouraging Crystal to apply to schools that do not require the ACT or SAT for admission would be beneficial for her success as a college applicant. Crystal can acquire the degree of her passion & choosing while remaining confident in her endeavors and skills as a Graphic Designer. Biases and Assumptions Differences exist between clients who equate academic credentials with success and clients whose vocational and on-the-job training enabled their career progression (Zunker, 2016). The cultural differences between these two groups may be a source of conflict in some workplace issues when there’s disagreement about theory versus practice in achieving organizational goals. For instance, a client who believes that a college degree prepared them for managing the processes and techniques of others in the skilled trades may not be as effective as they think when compared to others with years of practical knowledge and experience. Crystal has ample experience with Graphic Design, as she has dabbled in it for almost four years now. With this knowledge, Crystal may have an upper hand when choosing a Graphic Design program, specifically due to her experience in the field. If the admission counselor of the institution has a bias for academic rigor versus vocational training, then Crystal’s admission to the college may be in jeopardy. In the 2000 census, four major groups emerged as a means of identifying the incredibly diverse Asian population that now resides in the United States (Zunker, 2016). Korean Americans fall under the specific census ethnicity label of “Asian Americans,” compared to other Asian peoples such as Thai; who are labeled as “Southeast Asians.” It is not surprising that among these groups there are vast differences in ethnicity, language, religion, and cultural values.

DIVERSITY IN CAREER COUNSELING 5 Each group has a distinct history and there are also within group differences (such as North Koreans and South Koreans). Ethnicity or national origin are often examples of cultural differences in the workplace, particularly where communication, language barriers or the manner in which business is conducted are obviously different. Many Asian American groups place high value on education and there seems to be a general agreement that Asian Americans perceive education as a means of upward mobility and are highly motivated to remove barriers that could limit them or their families (Tischler, 2014). In evaluating counseling processes for Asian Americans, it is crucial to keep in mind the cultural implications and expectations of Crystal’s scenario, upbringing & lifestyle. Self-Assessment As a group, Asian Americans are known to have a strong work ethic, value education and demonstrate motivation to enhance their socioeconomic status. Among traditional Asian cultures, offering what is considered to be desirable help includes giving advice and suggestions, but avoiding confrontation and direct interpretation of motives and actions. My personal bias was that Asian people preferred direct communication and evaluation. This bias would have led me to possibly insult Crystal, as I may have come off too harsh, rude or cold. When discussing personal issues, for example, it is more appropriate to be indirect and counselors should do most of the initial verbalization with a rather formal interactive approach (Zunker, 2016). This knowledge I have gained will help me better understand my role as a counselor and how I can impact a client, both negatively and positively. Another bias I realized is my assumption that Asian American culture denies mental health care as legitimate. Each generation has distinct characteristics. For example, clients considered baby boomers tend to link their personal identity to their profession or the kind of

DIVERSITY IN CAREER COUNSELING 6 work they do. Baby boomers are also characterized as being committed, yet unafraid of changing employers when there’s an opportunity for career growth and advancement (Zunker, 2016). Clients considered belonging to Generation Y or “Millennials,” on the other hand, also value professional development, but they are tech-savvy, accustomed to diversity and value flexibility in working conditions. Millennials tend to value mental health care as basic means for success (Zunker, 2016). Since Crystal is a “Generation Z,” she is more likely to uphold more progressive values in regards to mental health care and access. Due to these societal adaptations, Crystal may authentically value mental health and the career development services being offered. Conclusion Crystal is an 18 year old Korean American female who is interested in pursuing a college degree after graduating her Vocational/Technical High School with a focus in Graphic Design. Crystal is dysliexic and should not be forced or encouraged to take assessments that do not serve her needs. There are biases and assumptions that counselors, and our society, make regarding Asian Americans and their specific values. Asian Americans value education, family and indirect communication for advice or suggestions (Jung, et al., 2011). Counselors must understand our own assumptions, values, and biases, as well as the worldviews of others and then develop appropriate strategies and interventions accordingly. My personal biases were recognized, dissected and addressed in regards to Asian Americans specifically. Career counseling and mental health counseling can help others achieve success and live their lives to the fullest.

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DIVERSITY IN CAREER COUNSELING 7 Reference Jung, A., Stang, K., Ferko, D., & Han, S. (2011). A Commentary on Cultural Influences Impacting the Education of Korean American Adolescents. American Secondary Education, 40 (1), 31-38. Retrieved May 16, 2021, from http://www.jstor.org/stable/23100412 Osborn, D. S., & Zunker, V. G. (2016). Using assessment results for career development (9th ed.). Cengage. Tischler. H.L. (2014). Introduction to Sociology (11 ed.) Belmont, CA: Wadsworth Cengage Learning. U.S. Department of Labor, Bureau of Labor Statistics . (2015). Labor force characteristics by race and ethnicity. Retrieved from http://www.bls.gov Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Cengage.

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