Utilization of Acceptance and Commitment Therapy (ACT) With Charlotte Underrepresented on Campus: ACT Case Study on Campus

Chantel K. Gant (University of New Orleans, USA)
Copyright: © 2020 |Pages: 150
EISBN13: 9781799819981|DOI: 10.4018/978-1-7998-0022-4.ch007
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This chapter will focus on an underrepresented student in STEM Charlotte and the utility of Acceptance and Commitment Therapy (ACT) and how African-American college students' access to STEM careers remains low with representation of eight percent in varied STEM fields by Georgetown University Center on Education and Workforce Analysis. This chapter highlights psychological flexibility in ACT in connection with counseling an African-American female, and first-generation college student in STEM who has academic, financial, emotional, and familial stressors. A multicultural and social justice perspective (MSJCC) addresses some of the unique challenges this student faces while focusing on her holistic growth in the counseling process. Recommendations for higher education, counseling, and STEM are discussed.
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