Academic self-efficacy within a culture of modern racism: the case of Benita

Career Development Quarterly, June, 2002 by Lisa Beth Spanierman

The author presents a case study that depicts an African American student's experience in her graduate program, as described to a career counselor. The ecological model of career development (E. P. Cook, M. J. Heppner, & K. M. O'Brien, 2002), which addresses both the microsystems and macrosystems levels of analyses, is applied to the case. The author presents proposed interventions for use with the client and discusses potential barriers to effective multicultural career counseling.

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The following case study depicts an African American student's experience in her graduate program in the context of an initial session with a career counselor. She presents her academic and personal struggles, which highlight her lack of self-efficacy in the program.

Case Example

I'm Benita, a 24-year-old graduate student in the psychology department. I am feeling really stressed out in school, lately. I'm not doing well in my classes, and I think that maybe this graduate school isn't for me. I have always done really well in school, and I didn't expect this--I'm only taking three classes. This is my first year, and I thought that it would get easier over the months. But, it's just not that way; it seems to be getting harder. Maybe I picked the wrong school, or maybe I'm just not smart enough. I didn't want to come to counseling, but a friend of mine, an African American woman who I trust a lot, well ... she's in the social work school. She said that it would be good to go to counseling at least once before making my decision.

I have always been the "together" one. My friends back home, and family, too, always come to me with their problems. Now, I can't handle my own. Everybody at home and back at school is so proud of me. I got a fellowship for my whole graduate education because of my past academic record and GRE [graduate record examination] scores. Now, I feel like I'm letting everyone down. I've been crying a lot and feeling really nervous all the time. I know the material before I take the test, but then my mind goes blank. Or, sometimes, I can't even concentrate enough to study. It would be better if I had a social life here. I really don't feel comfortable studying with people around here. Well, there's my one friend in social work who's also Black, but I'm not with her all the time. You see, I went to a historically Black college. Almost everyone was Black. I didn't have to worry about a lot of the things I have to worry about here. I felt supported there. Things are much more subtle here than they were at school. I forgot how it can be. I can't really connect with the students here, anyway. They just don't get it. They don't want to know me, and I don't want to know them. Maybe I don't need to be here. It doesn't seem like I can do the work, and there's not much for me here. I don't know. It's just that there's really no one for me to talk to. I'm not sure what I'm doing here talking to you. I am supposed to be studying psychology, not in it! It shouldn't be this hard. Maybe I'm just going to have to quit or go somewhere else.

Application of the Ecological Model

The ecological model of career development (Cook, Heppner, & O'Brien, 2002) is a useful framework in critically considering the norms, values, and assumptions of the dominant culture, which ultimately affect Benita's career development. Racist and sexist ideologies permeate U.S. culture. It is likely that these ideologies are enacted in the department and program at the university where Benita is studying. For example, Benita may be experiencing double discrimination (i.e., racism and sexism), as a result of being Black and female, and this double discrimination may significantly impede her career development.

The norms, values, and assumptions of the larger culture, within the macrosystem level, affect the microsystem level in a number of ways. For example, stereotypes of African Americans and, specifically, African American women may be negatively affecting Benita's career development regarding how others view her and the expectations that they have of her. Negative stereotypes of African American women may become internalized and affect how Benita perceives herself. Similarly, because of the larger macrosystem and, specifically, institutionalized racism, it is likely that there are few role models for Benita to identify with on the microsystem level. In addition, the attitudes and behaviors that are rewarded in Benita's psychology program likely reflect the aforementioned values and assumptions of the larger culture; as such, Benita may not feel that her particular cultural expression of self is valued. It is likely that this sense of devaluation of African American women, in the larger culture, will affect Beni ta's view of herself and her career development.

On the individual level, it is important to view Benita's presenting concerns through the variables of race and gender identity. Apparently, she has made a major life transition coming from a historically Black college to a predominantly White university. Hence, it will be important to gather data related to Benita's feelings about herself regarding her own racial group and other racial groups, particularly the dominant culture in which she is now trying to negotiate. Individual concerns seem to be low self-efficacy related to Benita's academic program, negative affect (e.g., anxiety, depression, and anger), and loneliness. Rather than viewing these individual variables in isolation, it is critical to understand how contextual factors are creating the presenting concerns.