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Loyola University Chicago

School of Education

Research Projects

Ph.D. in Counseling Psychology

 

 

Dr. Steven Brown, Ph.D.

All of my research is aimed at a primary goal of promoting occupational and educational choices among diverse persons.  I developed (along with Drs. Robert W. Lent and Gail Hackett) Social Cognitive Career Theory—a theory developed to explain and predict how people develop educational and occupational interests, make educational and occupational choices, and achieve success and satisfaction in school and the work-place.  Much of my current research is devoted to continued research on this theory, especially as it pertains to explaining interest, entry into, and success in STEM careers and to promoting vocational hope among adolescents.  My students and I will be starting in the fall of 2012 to launch research on understanding and promoting vocational hope from a social cognitive perspective.

I am also interested in international applications of vocational psychology and have worked collaboratively with scholars from Italy, Iceland, France, and Switzerland to study whether measures of career indecision have the same meaning and measure the same constructs in diverse international cultures.  We are currently finishing the first few studies in this research project, but will continue more international collaborations in the future, especially in trying to gain a cross-national understanding of the vocational hope construct.

My curriculum vita is available on my faculty page.  My e-mail is sbrown@luc.edu.

 

Anita Jones Thomas, Ph.D.

Most of my research follows my teaching interest in social identity development, particularly of African American youth. I have two general research areas. First, I am interested in racial identity development of African American youth, and racial socialization processes in families. This research has led to the development of a curriculum, PRIDE, and the research team has been engaged in outcome studies with youth. We are adding a parent component and plan to broaden the study to include racial socialization processes.

The second general area is critical consciousness development in youth. Critical consciousness is used in the multicultural literature as the process of being able to critically assess or evaluate experiences of oppression. There are several components to this skill or ability. First, is the awareness of inequity and oppression.  Second is the ability to understand others' perspectives or thoughts. Third is the ability to deconstruct experiences of oppression as they occur. I have developed a scale that measures this psychological process, and will be engaging in studies to continue scale development.

For more information, please contact Dr. Thomas at athoma9@luc.edu.

 

Elizabeth Vera, Ph.D.

Subjective Well-Being in Urban Adolescents of Color
This project is focused on identifying culturally relevant predictors of subjective well-being in urban youth. Individual predictors (e.g., ethnic identity), interpersonal predictors (e.g., family support), and community predictors (e.g., urban stressors) have been examined as predictors of well-being thus far. This research is school-based and involves the development and implementation of psychoeducational programs in inner city schools to counteract factors which negatively affect urban youth’s subjective well-being.

 

Understanding School Success of Latino Students
This study examines what factors lead to school persistence and intention to graduate high school in a sample of 9th & 10th grade students in a predominantly Mexican-American, low SES high school located in a Chicago suburb. The research has involved surveying these students on their perceptions of factors including: family and peer influence, school relevancy, neighborhood characteristics, school/family dissonance, parental involvement in school, etc. The ultimate goal of this project is to identify the most potent factors that contribute to school persistence and subsequently design and deliver persistence enhancement programs at this particular high school.

For more information, please contact Dr. Vera at evera@luc.edu.

Eunju Yoon, Ph.D.

I am interested in two lines of research: one, acculturation/enculturation and Asian immigrants’ mental health, and, two, spirituality/religiousness and meaning in life. Specifically, I have done a series of studies to build a theoretical model of acculturation/enculturation and well-being, which I plan to continue.  In relation, I have studied social connectedness to mainstream versus ethnic communities, intersection of culture and gender, and ethnic identity. Spirituality/religiosity and meaning in life is a new line of research that I have recently started and am planning to expand.  I do mostly quantitative research but I also value qualitative research. The privilege of conducting research with motivated and creative students is the most rewarding experience as a faculty member.

Some of most recent projects include: A meta-analysis on the relation of acculturation/enculturation and mental health; Development and validation of Patriarchal Beliefs Scale; Religiousness, spirituality, and eudaimonic and hedonic well-being.

My curriculum vita is available on my faculty page and my e-mail is eyoon@luc.edu.

 

 

Loyola

School of Education
820 N. Michigan Ave., Lewis Towers 11th Floor
Chicago, IL 60611
312.915.6800 ยท SchlEduc@luc.edu

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