The Influence of Cultural Context on Vocational Assessment with Bicultural Latino/a College Students

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Material Information

Title:
The Influence of Cultural Context on Vocational Assessment with Bicultural Latino/a College Students
Physical Description:
1 online resource (161 p.)
Language:
english
Creator:
Flanigan,Denis T
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ph.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Counseling Psychology, Psychology
Committee Chair:
Rice, Kenneth G
Committee Members:
Heesacker, Martin
Farrar, Michael J
Clark, Mary Ann

Subjects

Subjects / Keywords:
bilingual -- career -- college -- neo -- self
Psychology -- Dissertations, Academic -- UF
Genre:
Counseling Psychology thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
Trait and factor assessment of the person-environment fit has been a cornerstone of vocational psychology since its inception. However, like the origins of career counseling, trait and factor assessment was grounded in the experiences of White males. As multicultural aspects have become more central to counseling psychology, the trait and factor approach to career counseling has also been modified to incorporate this perspective. Meanwhile there is an ongoing debate about the interaction between individuals and their immediate situations in moderating the expression of personality. The American populous is becoming more multicultural and as more ethnic groups choose not to assimilate, the melting pot paradigm no longer applies. Many of the members of the emerging ethnic groups increasingly have the option to work in the culture of their ethnic group while living more generally in the Anglo-American culture and vice versa. However, the application of trait and factor assessment with individuals who maneuver between multiple cultural frameworks, who may alter their personalities in accordance with the particular cultural environment, has thus far received little attention. This research was intended to explore how career assessment may need to be modified for bicultural clients with the option of working in differently-cultured environments. Eighty-seven Latino/a college students completed the Self-Directed Search and the NEO PI-R in a mixed model research design in which they were either primed in consistent (Latino/a or Anglo-American) or inconsistent (once in a Latino/a and once in Anglo-American) contexts across two weeks. The scores for the Social scale on the SDS and the scores for the Neuroticism, Agreeableness, and Conscientiousness of the NEO PI-R demonstrated low absolute stability the inconsistent groups. Low relative stability was demonstrated for the Enterprising scale of the SDS and the Openness scale of the NEO PI-R across time for the inconsistent groups. The results of the study suggest that some aspects of personality expression of bicultural Laino/as are affected by cultural context and there may be a benefit to assessing multicultural clients in all of their available cultural contexts in order to account fully for the full breadth of their vocational options.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Denis T Flanigan.
Thesis:
Thesis (Ph.D.)--University of Florida, 2011.
Local:
Adviser: Rice, Kenneth G.

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2011
System ID:
UFE0043390:00001


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Full Text

PAGE 10

The New American Population

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Vocational Psychology and Career Asses sment

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Trait and Factor Approach

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,

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Providing Context to the Trait and Factor Approach

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Rethinking Personality The Role of Language in Personality Expression

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The Role of Priming in Personality Expression

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Changing Workforce and Workplace Racial and Ethnic Categorization in the U.S.

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The N ew Workforce

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The N ew Workplace

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Univ ision Telefutura ,Telemundo People En Espanol

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Trait and Factor Theory Choosing a Vocation Development of T rait and F actor T heories

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Tests in Print

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Hollands Theory of Type and the Self Directed Search

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NEO PI -R and the Five Factor Theory

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Contemporary Career Counseling Theories

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The Effect of Situation, Culture, and Language on Personality

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Personality as a M edia tor of Situational Behavior Allport :

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Cognitive social l earning t heories

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The Sapir Whorf Hypothesis

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Empirical investigations

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Culture and l exical s tructure.

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Cultural Frame Switchin g

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Cult ural Priming and Saliency Priming

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Stereotype Threat

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Cultural Icons

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Summary and Hypothes es

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Overview Participants p

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F p

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Instruments Demographic Questionnaire Self Directed Search

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NEO PI -R

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Manipulation C heck Procedures Recruitment

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Administration Administration sequence Priming

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American Gothic Signing of the Declaration of Independence Self -portrait with Monkeys Monsignor GQInStyl Mens Health People CosmopolitanSports Illustrated Detai ls Maxim Vogue Newsweek Interview GQ EspaaEstylo Mens Health En Espanol People En Espanol LatinaESPN En Espanol Gato pardoMaxim En Espanol Vogue Latino AmericaNewsweek En Espanol Semana

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Preliminary Analyses t pd d t p t p t p t pd t p t p t p

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p d d t p t p d d t p t p t p t pd d d t p t pd

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t pd t pd t p d t pd t pd

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t p d t p t p Group Equivalency p p p p Manipulation Check F p

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F p F p F pF p F p p p F p

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p p F p Hypothesis Testing Hypotheses One and Two SDS. F p F p

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F p F p F p

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NEO PI R. F p F p F p F p F p

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F F p

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Hypot hesis Three

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SDS. NEO PI R. p p

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p

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Limitations

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Directions for F urther R esearch

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Conclusion

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Code________ Please provide the following information about yourself: Gender:____________ Age:_________________ Major__________________ Year in School_________ Race/Ethnicity__________________________________________________ Hispanic or Latina/o Culture with which you identify (Please check all that apply): _____Argentinean _____Bolivian _____Chicana/o _____Chilean _____Colombian _____Costa Rican _____Cuban _____Dominican _____Ecuadorian _____El Salvadorian _____Guatemalan _____Honduran _____Mexican _____Nicaraguan _____Panamanian _____Paraguayan _____Peruvian _____Puerto Rican _____Uruguayan _____Venezuelan _____Other (please specify) __________________________ Other Racial Background (Please check all that apply): _____African Descent/Black _____Native American/American Indian _____East Asian or Pacific Islander _____Caucasian/White (non Latina/o) _____Arab/Middle Eastern _____South Asian Please indicate on the scale below what best fits how you see yourself right now American * * * Latino/a Please indicate on the scale below how strongly you identify with your Latino/a Culture right now Little * * * Greatly Please indicate on the scale below how strongly you identify with you American Culture right now Little * * * Greatly

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How long has your family been in this country? _____ 1st Generation (you immigrated to this country) _____2nd Generation (your parents immigrated to this country and you were born in the USA) _____3rd Generation (your grandparents immigrated to this country, and you and your parents were born in the USA) _____4th Generation or higher (all generations, beginning with your grandparents were born in the USA) _____Your ancestors lived on this land prior to American expansion Are you an International Student? Yes No Nationality:__________________ Language you are most comfortable with:_____________________ Language you are second most comfortable with:_____________________ Do you identity yourself in other ways that are meaningful to you (e.g., sexual orientation, religion, physical ability)? Please spec ify :

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1. TITLE OF PROTOCOL: 2. PRINCIPAL INVESTIGATOR(s): 3. SUPERVISOR (IF PI IS STUDENT): 4. DATES OF PROPOSED PROTOCOL: 5. SOURCE OF FUNDING FOR THE PROTOCOL: 6. SCIENTIFIC PURPOSE OF THE INVESTIGATION: 7. DESCRIBE THE RESEARCH METHODOLOGY IN NONTECHNICAL LANGUAGE.

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8. POTENTIAL BENEFITS AND ANTICIPATED RISK. 9. DESCRIBE HOW PARTICIPANT(S) WILL BE RECRUITED, THE NUMBER AND AGE OF THE PARTICIPANTS, AND PROPOSED COMPENSATION (if any):

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Informed Consent Form This study involves research designed to improve counselors use of vocational assessment instruments with bicultural college students. This study consists of two parts and entails completion of a self awareness exercise followed by the completion of a few questionnaires, which will take approximately 90120 minutes of your time. You will be requested to return in two weeks to complete the second portion of the study, which is expected to take an additional 90120 minutes. You will be compensated for your time in participating in this study by one of the following methods: (a) receiving credits toward completion of your research requirements for your General Psychology course, (b) extra credit in your psychology course, or (c) receiving $25. There is no anticipated risk to you for participating in this study. Although it will be most helpful if you are able to fully complete the questionnaires, you may choose not to answer selected questions and still receive credit for your participation. You are free to withdraw from the study at any time without penalty. Your name will be associated with your responses through a code system in which the key to the code is password protected on a secure computer, so your identity will be confidential to the extent provided by law. Please ask any questions you may have by contacting me by e-mail at < > or by mail at Department of Psychology, 114 Psychology Building, Gainesville, FL 326112250. You may also direct your questions or concerns to my advisor, Dr. Ken Rice by e-mail at < > or by mail at Department of Psychology, 114 Psychology Building, University of Florida, Gainesville, FL 326112250 If you have any questions about your rights as a participant in a research project, please contact the University of Florida Institutional Review Board at 3920433, by email at < >, or by mail at UFIRB, University of Florida, Box 112250, Gainesville, FL 326112250. In the unlikely event that answering any of the questions make you aware of personal problems or concerns, there are several campus resources where you may choose to seek help in resolving these issues. The UF Counseling Center is located in Peabody Hall, Room 301. The telephone number there is 392 1575. Student Mental Health is located in the Infirmary Building and the phone number there is 3921171. I have read and understand the procedure described above. I agree to participate and have received a copy of this form. Name (Please Print)________________________________________ Signature_________________________________________________ Date_________________ Thank you for your participation. Denis "Woodja" Flanigan Principle Investigator Dr. Ken Rice Research Advisor

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UNIVERSITY OF ST. THOMAS HUMAN SUBJECTS COMMITTEE APPLICATION COVER SHEET for student applicants

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UNIVERSITY OF ST. THOMAS HUMAN SUBJECTS APPLICATION NARRATIVE

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any any

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Applications which do not involve vulnerable subjects (see 2c above), have guaranteed adequate protection for students and others in subordinate positions (see 2d above) pose minimal risk to subjects (see 4 above), do not involve deception of subjects (see 6 above), do not have identifying information on the protocol (see 7 above), and present no potential conflict-of interest (see 10 above) will be considered for expedited review. In addition, applications that have been approved by other Institutional Review Boards (IRBs) are eligible for expedited review

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UNIVERSITY OF ST. THOMAS HUMAN SUBJ ECTS COMMITTEE Expedited Review Checklist

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GUIDELINES FOR INFORMED CONSENT DOCUMENTS If in your study no no no no If any of conditions 14 is not met, then a written and signed consent document is essential. In the case of vulnerable participants, consent may have to be obtained from the legally authorized representative o f the subject, e.g. where children are involved, parental consent must be obtained, in addition to the assent of the child. The consent process has three elements Information

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Comprehension. any Voluntariness.

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The Influence of Cultural Context on Vocational Assessment with Bi -cultural Latina/o College Students Informed Consent Counseling and Disability Services Career Services Center please do not put your name on any research materials to be returned to the experimenter Denis Woodja Flanigan, M.S. Elizabeth Maynard, Ph.D.

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UNIVERSITY OF HOUSTON COMMITTEES FOR THE PROTECTION OF HUMAN SUBJECTS APPLICATION TO CONDUCT RESEARCH USING HUMAN SUBJECTS (must be typed) Project Title (identical to proposal or thesis/dissertation): The Influence of Cultural Context on Vocational Assessment with Bi cultural Latina/o College Students OR, if applicable: Grant Title (if different from Project Title): Principal Investigator (check one): [ ] Faculty [ ] Staff [ X ] Student Name: [ ] Dr. [ ] Ms. [ X ] Mr. Denis Flanigan ___________________________________________ Phone #: _( _________________________ Fax #: ( __ Department/College: Educational Psychology ____________________________________________ Email Address:__________________________ UH Mail Code: 5029 _____ Faculty Sponsor (required for all student investigators) Name: Jonathan Schwartz, Ph. D. _____________________________________________________ Phone #: _( _________________________ Fax #: ( __ Department/College: Educational Psychology ____________________________________________ Email Address:_ ___________________________ UH Mail Code: 5029 ___

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List all key personnel (defined as individuals who contribute to the scientific development or execution of the project). Include their educational level, their role on the project (i.e., coinvestigator, project manager, research assistant), and their institutional affiliation. Name Educational Level Role Institutional Affiliation Denis Flanigan Master of Science Principal Investigator University of Florida Jonathan Schwartz Doctorate Faculty Sponsor University of Houston This project is (check all that are appropriate): ___Unfunded Research ___Candidacy/Professional Paper _X_Funded Research ___Masters Thesis ___Senior Honors Thesis _X_Doctoral Dissertation ___Pilot Study ___Independent Study ___Multi Phase Study ___Other (specify, _____________________) ___Longitudinal Study If this application supports a proposal for funding, indicate the name of the agency/organization/foundation: ______________________________________________________ (One copy of the proposal must be included with this app lication.) I think this qualifies for the following type of review: [ ] Exempt Category #__________ (submit original only) [X] Expedited Category #__________ (submit original plus 2 copies) [ ] Full Review (submit original plus 10 copies for Committee 1 and original plus 5 for Committee 2) Note: Committee 2 includes all departments in the College of Liberal Arts and Social Sciences. Committee 1 reviews all others.

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PART B: RESEARCH PROJECT REVIEW SUMMARY 1. State the specific research hypotheses or questions to be addressed in this study. This study examines whether or not cultural context or cultural self awareness has an effect on the expression of personality on standardized personality and vocational assessment instruments with bicultural students. 2. What is the importance/significance of the knowledge that may result? The results of this study may suggest important considerations regarding the way in which psychological assessment is conducted with bi cultural and multicultural counseling clients. Additionally, this study could provide support for the theory that the expression of personality by bicultural individuals is dependent upon the cultural context in which they are performing. 3. Proposed Start Date (may not precede approval date): ___________________________ OR [ X ] Upon CPHS Approval 4 Subject Population (check all that are appropriate) [X] Adults [ ] Elderly (65yrs and above) [ ] Cognitively or Psychologically Impaired [ ] Prisoners or Parolees [ ] Children or minors (<18 in Texas and most states) [ ] Institutional Residents [X] Non English speaking [X ] UH Faculty, Staff, or Students a Expected maximum number of participants 120 ___________________________________ b Age of proposed subject (s) (check all that apply): [ ] Infants (2yrs and under) [ ] Children (3yrs 10yrs) [ ] Adolescents (11yrs 14yrs) [ ] Adolescents (15yrs 17yrs) [X] Adults (18yrs 64yrs) [ ] Elderly Adults (65yrs and abov e) c Inclusion/Exclusion: Describe criteria for inclusion and exclusion of subjects in this study. Include justification, how it will be determined, and by whom. Inclusion Criteria: Participants must self identify as Latino/a. Exclusion Criteria: Participants must be able to converse in and read Spanish and English. Justification: The procedures require participants to perform reading and conversing in both Spanish and English. Determination: Participants will self select for inclusion/exclusion based on stated criteria.

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d If this study proposes to include children, this inclusion must meet one of the following criterion for risk/benefit assessment according to the federal regulations (45 CFR 46, subpart D) Check the appropriate box: [ ] (404) Minimal Risk [ ] (405) Greater than minimal risk, but holds prospect of direct benefit to subjects [ ] (406) Greater than minimal risk, no prospect of direct benefits to subjects, but likely to yield generalizable knowledge about the subjects disorder or condition. Explain the justification for the selected category: 5. If the research involves any of the following, check all that ar e appropriate: [ ] Interview [ ] Clinical Studies [X] Survey/Questionnaire [ ] Behavioral Observation [ ] Study of Existing Data [ ] Study of Human Biological Specimens [ ] Deception [ ] Waiver of Consent [ ] Venipuncture [ ] O ther (specify) __________________ [ ] Data Analyses Only 6. Location(s) of Research Activities: [X ] UH campus [X] Other (specify) University of Florida, University of St. Thomas __________ Note: A letter of approval from sites other than the University of Houston must be included with the application. If it is not available, please explain: University of Houston is the primary data collection point and procedures at other universities will be influenced by the approval and suggestions of the University of Houston Committees for the protection of Human Subjects. OR Request for approval by all data collection sites have been submitted simultaneously. Letters of approval from other participating sites can be made available to the University of Houston Committees for the Protection of Human Subjects as received. 7. Informed Consent of Subjects : Your study protocol must clearly address one of the following areas: [X] Informed Consent. Signed informed consent is the default. A model consent is available on the CPHS website and should be used as a basis for developing your informed consent document. If applicable, the proposed consent must be included with the application. ( www.research.uh.edu then click on human subjects) ATTACH COPY OF PROPOSED CONSENT DOCUMENT [ ] Cover Letter You may request a waiver of documented informed consent with Appendix A Request for Waiver of Documentation of Consent. ATTACH COPY OF PROPOSED COVER LETTER AND APPENDIX A. [ ] No Informed Consent. You may request a waiver of informed consent with Appendix B Request for Waiver/Modification of Informed Consent. If applicable, a copy of the modified consent document is required. ATTACH APPENDIX B.

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NOTE: Studies including deception must qualify for waiver of consent. A modified version of a consent document to be used in deceptive research studies as well as a debriefing form must be included with the application. 8. Describe the research study design. (Describe the research methods to be employed and the variables to be studied. Include a description of the data collection techniques and/or the statistical methods to be employed.) The study examines the test retest reliability of instruments given across different cultural contexts. The participants will be randomly assigned to one of four conditions. The conditions will be distinguished by the cultural saliency priming of the first and second administrations, such that in two conditions participants will be culturally primed the same in both administrations (either English/American or Spanish/Latino) and in the other two conditions participants will be culturally primed differently across the two administrations (either English/American and then Spanish/Latino or Spanish/Latino and then English/American). The participants responses will be compared across the two administrations to determine the mean correlations for each condition. The group means will then be compared across groups to determine if there is a significant difference related to consistent or inconsistent cultural saliency in the expression of personality. 9. Describe each task subjects will be asked to perform. Within a culturally primed environment, participants will be asked to complete a collage. As part of the Spanish/Latino administrations participants will be directed to create a collage with the theme of Me as a Latino/a, or My Latino Heritage. As part of the English/American administrations participants will be directed to create a collage with the theme of Me as an American or My American Experience. Linguistically/culturally appropriate magazines will be available for the construction of the collage. Following the construction of the collage, participants will be directed to complete three standard instruments assessing personality traits and a demographics questionnaire. The participants will be asked to return in two weeks and repeat these procedures in either the same or a different context and instrument language. 10. Describe how potential subjects will be identified and recruited? (Attach a script or outline of all information that will be provided to potential subjects. Include a copy of all written solicitation, recruitment ad, and/or outline for oral presentation.) Potential participants will be recruited through a number of methods. (1) Participants will be recruited through the SONA system. (2) Participants will be recruited directly through various courses, flyers, and at a table set up in the University Center.

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11. Describe the process for obtaining informed consent and/or assent. How will investigators ensure that each subjects participation will be voluntary (i.e., free of direct or implied coercion)? Upon arriving at the first scheduled experimental session, participants will be greeted by an experimenter who will provide the students with an informed consent form in either English or Spanish. Each participant will be asked to read the form and encouraged to ask any questions or raise any concerns about participation. Students will not be permitted to participate in the study until after they have provided their consent in writing. The informed consent form will stipulate that participants may withdrawal from the study at any time without penalty, though they may not be fully eligible for some incentives, and that in vestigators will not withhold benefits to participants to which they would otherwise be entitled. 12. Briefly describe each measurement instrument to be used in this study (e.g., questionnaires, surveys, tests, interview questions, observational procedures, or other instruments) AND attach to the application a copy of each (appropriately labeled and collated). If any are omitted, please explain. Instruments consist of 3 standard measures of personality characteristics, the Self Directed Search (SDS), the NEO Personality Inventory Revised (NEO PI R), and the Almost Perfect ScaleRevised (APS R). These measures and a brief demographics survey will be administered in either Spanish or English. Both language forms of the measures are versions released by the publishers or authors of the scales. The demographics survey was translated into Spanish by a Cuban immigrant and back translated by a Mexican American, both of whom are native Spanish speakers for over 30 years. The informed consent was translated into Spanish by a Mexican national, educated in the United States and back translated by a Mexican American who has been a native speaker of Spanish for more than 30 years. 13. Describe the setting and mode for administering any materials listed in question 12 (e.g., telephone, oneonone, group). Include the duration, intervals of administration, and amount of time required for each survey/procedure. Also describe how you plan to maintain privacy and confidentiality during the administration. Instruments will be administered in groups of 5 to 30 persons. During each administration the rooms will be designed to further prime for cultural saliency. The Spanish/Latino administrations will occur in Spanish and involve Spanish versions of the instruments in rooms in which images of Latino culture are displayed, Latino/Spanish language pop music will be played, and Latin food will be made available. The English/American administrations will occur in English and involve English versions of the instruments in rooms in which images of American culture are displayed, American/English language pop music will be played, and traditionally American food will be made available. Each administration is expected to take 90120 minutes and participants will be asked to return for a second administration of equal length 2 weeks later. Participants will complete the instruments anonymously using a code. A key matching participants names with their codes will be maintained by the principle investigator as a password protected Excel file. This file will be deleted upon completion of the second administration and all results from the first and second administrations are matched. Participants answers will be maintained by the principle investigator in a locked cabinet. 14. Approximately how much time will be required of each subject? Provide both a total time commitment as well as a time commitment for each visit/session. Total time commitment requested of participants is 4 hours, across 2 sessions. Each session is expected to last 90120 minutes and will occur 2 weeks apart.

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15. Will subjects experience any possible risks involved with participation in this project? Risk of Physical Discomf ort or Harm [ ] YES [X] NO Risk of Psychological Harm (including stress/discomfort) [ ] YES [X] NO Risk of Legal Actions (such as criminal prosecution or civil sanctions) [ ] YES [X] NO Risk of Harm to Social Status (such as loss of friendship) [ ] YES [X] NO Risk of Harm to Employment Status [ ] YES [X] NO Other Risks [ ] YES [X] NO If yes to any of the above, please explain. Describe procedures, if any, to address risk (such as referrals to agency or other source). 16. Does the research involve any of these possible risks or harms to subjects? Check all that apply. [ ] Use of a deceptive technique (attach debriefing) [X] Use of incomplete or generalized information to the subject regarding the actual purpose of the study (a ttach debriefing) [ ] Use of private records (educational or medical records) [ ] Manipulation of psychological or social variables such as sensory deprivation, social isolation, psychological stresses (attach debriefing) [ ] Any probing for personal or sensitive information in surveys or interviews [ ] Presentation of materials which subjects might consider sensitive, offensive, threatening or degrading [ ] Possible invasion of privacy of subject or family (may require additional consent) [ ] Other, specify: _____________________________________________________________ 17. What benefits, if any, can the subject expect from their participation? Participants may gain a better understanding of themselves and will be allowed to leave with a summary of one measure of personality. 18. What inducements or rewards (e.g., financial compensation, extra credit, and other incentives), if any, will be offered to potential subjects for their participation? Rewards will be offered in two ways. (1) Participants recruited through SONA system will be given extra credit in their courses. (2) Participants recruited directly through various courses, flyers, and at a table set up in the University Center will be offered $25 for their full participation. Participants recruited through both means will additionally be induced through the offer of free food and the opportunity to improve counseling for Latino/as.

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PART D. RESEARCH DATA 19. Will you record any direct identifiers, names, social security numbers, addresses, telephone numbers, patient or student ID numbers, etc.? [X] Yes [ ] No If yes, explain why it is necessary to record findings using these identifiers? Describe the coding system you will use to protect against disclosure of these identifiers. In order to match results from the first and second administrations, names will be associated with codes. All raw data will be identified with codes and will not contain any personally identifying information. The key matching participants names with their codes will be maintained by the principle investigator as a password protected Excel file. This file will be deleted upon completion of the second administration and all results are matched. A password protected Excel file containing the names, phone numbers, and email addresses will also be maintained by the principle investigator so that participants may be reminded of the second administration. This file will be deleted upon completion of the second administration. 20. Will you retain a link between study code numbers and direct identifiers after the data collection is complete? [ ] Yes [X] No If yes, explain why this is necessary and state how long you will keep this link. 21. Will anyone outside the research team have access to the links or identifiers? [ ] Yes [X] No If yes, explain why and to whom. 22. Where, how long, and in what format (such as paper, digital or electronic media, video, audio or photographic) will data be kept? In addition, describe what security provisions will be taken to protect these data (password protection, encryption, etc.). [Note: University of Houstons policy on data retention requires that research data be maintained for a minimum of 3 years after completion of the project.] Raw data without any personally identifying information will be maintained on paper in a locked cabinet until 5 years following the completion of data analysis. During the data analysis process r aw data will be converted into an Excel file for computerized analysis. This file will be maintained on the principle investigators computer and in an electronic storage device for 5 years following completion of data analysis. A password protected Excel file containing the key matching participants names and contact information with their codes will be maintained by the principle investigator until all data from the first and second administrations are matched.

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PART E: CERTIFICATIONS PRINCIPAL INVE STIGATOR I hereby acknowledge and accept the responsibility for protecting the rights and welfare of all participating subjects in accordance with federal and institutional policies and procedures. Furthermore, I certify that: NO involvement of human subjects in this project will begin before written approval of the Committees for the Protection of Human Subjects has been received. Any additions or changes to this protocol will require the submission of a Request for Revision form and for the review and approval by the Committees for the Protection of Human Subjects prior to initiation. Written documentation of any unanticipated problems or injuries connected with an approved protocol must be provided to the Committees for the Protection of Human Subjects (7137439204) within 5 working days. All signed consent documents will be retained for at least 3 years past the completion of the research activity. (Note: Faculty sponsors are responsible for retaining signed consents for student projects.) The institution has provided me with a copy of the approved Institutional Assurance (either the electronic or manual form) and has provided access to the Belmont Report and the appropriate sections of the Public Law governing this Assurance, 45 CFR 46. ____ ______________________________________________ _______________________ Signature of Principal Investigator Date FACULTY SPONSOR (required for all students) I hereby acknowledge and accept the resp onsibility for supervision of this study to ensure the protection of the rights and welfare of all participating subjects in accordance with federal and institutional policies and procedures. After careful review of this application, I further certify: T he accuracy of the information stated in this application AND The scientific merit of the proposed project. __________________________________________________ _______________________ Signature of Faculty Sponsor Date DEPARTMENT CHAIR/DEAN (not required if exemption is claimed) I hereby confirm the accuracy of the information stated in this application. I am familiar with and approve of the procedures that involve human subjects. ________________________________________ _______________________ __________ Signature of Chair/Dean Department/College Date CPHS Application Updated: 7/2006

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Informed Consent Form -UH I have read and understand the procedure described above. I agree to participate and have received a copy of this form. Name (Please Print)________________________________________ Signature_________________________________________________ Date_________________ Thank you for your participation. Denis "Woodja" Flanigan Principle Investigator Dr. Ken Rice Research Advisor

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Study Partic ipation Reminder Date: To: BCC:

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Personality: A psychological interpretation. Pattern and growth in personality. DISCOVER for colleges and adults: Professional manual Career development and vocational behavior of ethnic and racial minorities Journal of Experimental Social Psychology, 35 Prejudice: The target's perspective Journal of Vocational Behavior, 31 Cognition, 15 Social foundations of thought and action: A social cognitive theory. Annual Review of Psychology, 52 Journal of Personality & Social Psychology, 43 Journal of Personality & Social Psychology, 54 Journal of Personality & Social Psychology, 71 Personnel Psychology, 44

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Journal of Applied Psychology, 83 Journal of Applied Psychology, 82 Journal of Cross-Cultural Psychology, 33 Icons: Magnets of meaning Career Development Quarterly, 41 Skills Confidence Inventory applications and technical guide Journal of Counseling Psychology, 28 Financial Times The linguistic shaping of thought: A study on the impact of language on thinking in China and the West. Journal of Language and Social Psychology, 2 The SAGE handbook of personality theory and assessment: Personality theories and models Career information, career counseling, and career development Cognition, 4 Journal of Abnormal Psychology, 49 Career Development Quarterly, 44 Wall Street Journal

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Manual for the Campbell Interest and Skills Survey Readings in social psychiatry Vocabulary: Applied linguistic perspectives. Needs in a diverse workforce: Implications of the NCDA Gallup s urvey Handbook of child psychology: Vol. 3. Social, emotional, and personality development Monthly Labor Review Journal of Personality 16 Journal of Consulting Psychology, 20 Persons in contexts: Building a sci ence of the individual Asian Americans: An interpretive history. Journal of Vocational Behavior, 40 The SAGE handbook of personality theory and assessment: Personality theories and models Syntactic s tructures Journal of Counseling Psychology, 20 Journal of Counseling Psychology,18

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Southwestern Journal of Anthropology, 11 Description Assessment, 7 Journal of Gerontology, 31 The clinical psychology of aging The NEO Personality Inventory manual Journal of Personality and Social Psychology, 54 NEO PI -R Professional Manual Nebraska symposium on motivation: Psychology and aging. Journal of Applied Psychology, 69 Vocational Guidance Quarterly, 22, Journal of Counseling Psychology, 54 Journal of Vocational Behavior, 40 Journal of Personality & Social Psychology, 56 Journal of Personality and Social Psychology, 50

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Journal of Experimental Social Psychology, 32 Revealing the world: An interdisciplinary reader for international studies Management Review, 87 Journal of Social Psychology, 79 Journal of Abnormal & Social Psychology, 68 British Journal of Social & Clinical Psychology, 7 Behavioral Science, 5 Journal of Abnormal Psychology, 44 Psycholinguistics: An introduction to the psychology of language. Career Development Quarterly, 42 Journal of Vocational Behavior, Journal of Counseling Psychology, 44 Needs in a diverse workforce: Implications of t he NCDA Gallup s urvey American Psychologist, 40 Journal of Personality and Social Psychology, 60

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Career choice and development: Applying contemporary theori es to practice Occupational choice: An approach to a general theory. Journal of Business and Psychology, 13 Journal of Counseling Psychology, 22 Journal of Counseling Psychology, 40 Psychological Review, 102 Journal of Consulting and Clinical Psychology, 58 & Career counseling: Process, issues, and techniques Journal of Psycholinguistic Research, 26, Journal of Counseling Psychology, 30 Social Cognition, 11, The News Journal Cognitive Psychology, 3 Psychological Review, 94

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, Journal of Personality & Social Psychology, 51 Journal of Counseling Psychology, 6 Making vocational choices: A theory of vocational personalities and work environment Making vocational choices: A theory of vocational personalities and work environments Self -Directed Search: Technical Manual. Journal of Counseling Psychology, 37 Journal of Career Assessment, 2 Advances in vocational psychology: The assessment of interests Progress in Asian social psychology Social Cognition, 19 American Psychologist, 55 interaction, social context and language: Essays in honor of Susan Ervin-Tripp The multicultural economy 2008.

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Psychological Review, 98 Journal of Applied Psychology, 85 Journal of Applied Psychology, 82 American Anthropologist, 86 Whats in an American flag? National symbols prime cultural self-construals. HR Magazine, 50 Comprehensive handbook of psychological assessment, Vol 4: Industrial and organizational assessment Interpreting 16PF profile patterns. Handbook of career counseling theory and practice Psychological Bulletin, 114 Journal of Abnormal & Social Psychology, 56 Harvard Educational Review, 67 Language, 29 Career Development Quarterly, 44 Career development and vocational behavior of ethnic and racial minorities. American Anthropologist, 81

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Semantics (Vols I and II) Journal of Personality, 54 Journal of Cross-Cultural Psychology, 14 People: Psychology from a cultural perspective. Journal of Nonverbal Behavior, 16 Personality and Individual Differences, 16 Personality in adulthood Journal of Personality and Social Psychology, 52 Journal of Personality, 57 The SAGE handbook of personality theory and assessment: Personality theories and models Psychological Bulletin, 57 Personality and assessment Psychological Review, 80 Handbook of personality theory and research The coherence of personality: Social-cognitive bases of consistency, variability, and organization

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Persons in contexts Career choice and d evelopment Journal of Personality and Social Psychology, 67 Tests in print VII: An index to tests, test reviews, and the literature on specific tests Journal of Counseling Psychology, 57 Journal of Personality and Social Psychology, 81 International Journal for Educational and Vocational Guidance, 48 Journal of Vocational Behavior, 22 Journal of Abnormal and Social Psychology, 66 Assessment, 9 International Journal of Behavioral Development, 16 Clinical personally assessment: Practical approaches American Anthropologist, 75 HR Magazine, 50

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Description Choosing a vocation. Journal of Personality, 68 Personnel Psychology, 54 Vocational guidance and human development Journal of Vocational Behavior, 40 Journal of Cross-Cultural Psychology, 26 Chicano psychology Journal of Research in Personality, 40 Psychological Bulletin, 1 Journal of Personality, 70 Psychological Bulletin, 132 HR Magazine, 49 The development and applications of social learning theory: Selected papers

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Assessing individual differences in human behavior: New concepts, methods, and findings The 16PFs fifth edition administrators manual Journal of Counseling Psychology, 43 Journal of Research in Personality, 36 Psychological Assessment, 8 Measuring environment across the life span: Emerging methods and concepts Journal of Vocational Behavior, 58 Applying career development theory to counseling Psychological Science, 10 Journal of Multicultural Counseling and Development, 16 Journal of Vocational Behavior, 57, Journal of Personality and Social Psychology, 69 Journal of Personality and Social Psychology, 77 Journal of Personality & Social Psychology, 53

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Journal of Vocational Behavior, 40 American Psychologist, .), Career choice and development : Applying contemporary theories to practice Vocational Guidance Quarterly, Journal of Counseling & Development, 71 Career choice and development Technical manual: Revised unisex edition of the ACT Interst Inventory (UNIACT) Journal of Vocational Behavior, 40 Journal of Vocational Behavior, 43 Psychological Review, 41 Journal of Cross-Cultural Psychology, 28 Career Development Quarterly, 45 Journal of Career Assessment, 13 Recurrent personality factors based on trait ratings (ASDTR -6197). Personality traits related to effectiveness of junior and senior Air F orce officers (USAF Personnel Training Research, No 57-125).

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Resident population estimates of the United States by sex, race, and Hispanic origin: April 1, 1990 to July 1, 1999, with short term projection to November 1, 2000. Fertility of American women: June 2002. Current Population Reports P20-548. American community surve U.S. Census Bureau, statistical abstract of the United States: 2006 Population estimates: State estimates by demographic characteristics age, sex, race, and Hispanic Origin US Census Bureau News Annual estimates of the resident population by sex, race, and Hispanic origin for the United States: April 1, 2000-July 1, 2008 Yearbook of immigration statistics: 2007 Estimates of the unauthorized immigrant population residing in the United States: January 2007 Sex Roles, 41 Handbook of vocational psychology: Theory and practice The Career Development Quarterly, 54 A counselors guide to career assessment instruments Language, thought, and reality: selected writings.

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Journal of Pragmatics, 9 Polish people and culture in Australia A counselors guide to career assessment instruments Journal of CrossCultural Psychology, 11 Handbook of multicultural assessment: Clinical, psychological, and educational applications Career counseling: Applied concepts and life planning,