Kimberly Howard - Academia.edu (original) (raw)
Papers by Kimberly Howard
Behavioral Sciences
In response to the low representation of Latinx adults in STEM occupations, this community-based ... more In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest–posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show improvements in self-efficacy, an increased number of youths with intentions of pursuing future STEM career opportunities, and deeper reflections on their talents and skills after program participation. This paper also describes the program development and implementation in detail, as well as the adaptations that resulted from COVID-19, for scholars and educators designing similar programs. Th...
Routledge eBooks, Feb 17, 2017
Routledge eBooks, Feb 17, 2017
Education Sciences
Teachers serving students with special needs, students from low-income backgrounds, students with... more Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four ...
The Handbook of Career and Workforce Development, 2017
Sustainability, 2021
This is the first of two sequential papers describing the design and first-year implementation of... more This is the first of two sequential papers describing the design and first-year implementation of a collaborative participatory action research effort between Sociedad Latina, a youth serving organization in Boston, Massachusetts, and Boston University. The collaboration aimed to develop and deliver a combined STEM and career development set of lessons for middle school Latinx youth. In the first paper, life design and the U.N. Sustainable Development Goals are described in relation to the rationale and the design of the career development intervention strategy that aims to help middle school youth discover the ways that learning advanced-STEM skills expand future decent work opportunities both within STEM and outside STEM, ultimately leading to an outcome of well-being and sustainable communities. In addition to providing evidence of career development intervention strategies, a qualitative analysis of the collaboration is described. The second paper will discuss two additional fra...
Journal of veterinary medical education
While existing literature suggests that professional students (e.g., medical, dental, law, nursin... more While existing literature suggests that professional students (e.g., medical, dental, law, nursing, etc.) experience high levels of stress and depression, the experiences of veterinary medical students have been less well examined. The purpose of this study was to explore the levels of stress and depression among veterinary medical students and to examine the relationship between these variables. Study participants were 1,245 veterinary medical students from North America. The findings provide support for the assertion that veterinary medical students experience high levels of stress and depression. Results also indicated that there is a correlation between stress and depression for veterinary medical students and that female students experience higher levels of stress and depression than their male counterparts.
The Counseling Psychologist, 2016
The present study examined patterns in trans individuals’ multiple identities and mental health o... more The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or cross-dressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of 60,000ormoreayear;andwerenon−LatinoWhite.Cluster2(educationalprivilege;n=191)wascharacterizedbyindividualswhoidentifiedastransmenorgenderqueer,gay,orqueer;hadabachelor’sdegree;reportedhouseholdincomesof60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of 60,000ormoreayear;andwerenon−LatinoWhite.Cluster2(educationalprivilege;n=191)wascharacterizedbyindividualswhoidentifiedastransmenorgenderqueer,gay,orqueer;hadabachelor’sdegree;reportedhouseholdincomesof10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clin...
Professional school counseling, Jun 1, 1999
Those who desire improvements in classroom learning must realize and acknowledge that school refo... more Those who desire improvements in classroom learning must realize and acknowledge that school reform, especially when it focuses on disadvantaged students, cannot easily succeed if it ignores the circumstances of their out-of-school lives. (Maeroff, 1998, p. 5) Contemporary education reform efforts are clearly challenged by what have been referred to as the new morbidities-poor nutrition, unsafe sex, drug and alcohol abuse, familial and community violence, teenage pregnancy and parenting, lack of job skills, inadequate access to health care, and homelessness. The impact of these stressors on the educational achievement of young people is widely recognized. Research has found that conditions such as personal and familial substance abuse (Wills, Vaccaro, & McNamara, 1992), maltreatment and abuse (Eckenrode, Laird, & Doris, 1993; Graziano & Mills,1992; Kurtz, Gaudin, Wodarski, & Howing, 1993), malnourishment (Grantham-McGregor, Powell, Walker, Chang, & Fletcher, 1994), exposure to violence (Warner & Weist, 1996), and homelessness (Masten,1992; Schmitz, Wagner, & Menke, 1995) are related to low academic achievement, impaired cognitive functioning, and poor behavioral and emotional well-being (Furstenberg, Eccles, Elder, Cook, & Sameroff, 1997). In short, the new morbidities result in significant barriers to learning. In the face of a pressing need to address these barriers to learning and a recognition that schools cannot do it alone, educators and policy makers have called for renewing and rebuilding the connection between communities and schools. School-community partnerships can provide a close-knit web of services and resources, which have been demonstrated to make a positive difference for at-risk children and youth (Dryfoos, 1990; Wang, Haertel, & Walberg,1995). In serving as "liaison between teachers, parents, support personnel, and community resources to facilitate successful student development" (American School Counselor Association,1997, p. 12), school counselors are positioned to play an important leadership role in the efforts to connect school and community (Keys & Bemak,1997). At the same time, the school-community partnership movement can support and enhance the mission of school counselors to foster academic, career, and personal-social development. This article reviews the development of efforts to link schools and communities and delineates the various ways in which the profession of school counseling and the school-community partnership movement might positively impact one another. Development of School-Community Linkages Historically, schools have long been aware of the need to respond to the nonacademic needs of children. Confronted by the pervasive effects of environmental stressors on learning and behavior, schools have traditionally sought to lessen the impact and address the consequences of those stressors on students. As early as 1890, reformers were advocating the provision of medical and dental examinations, lunches, summer programs, recreational activities, and child welfare officers in U.S. schools (Tyack, 1992). In the years since that time, school systems have made significant efforts to address a range of children's developmental, health, and nutritional needs. By 1940, annual medical and dental exams were provided, and school lunches became the norm by 1950 (Myrick,1993; Tyack,1992). While schools and communities collaborated in funding these efforts, the schools were responsible for implementing the services. As the decades progressed, the federal and state governments began to increase funding to community agencies to address some of these needs (e.g., through entitlement programs for health care through Medicaid and for nutrition through the Food Stamp Program). In recent years, government-supported community health and mental health centers, hospitals, social service centers, and legal and housing agencies have provided an array of services to families and children. …
Springer eBooks, 1999
Children and families face unprecedented challenges to their health, positive development, and—mo... more Children and families face unprecedented challenges to their health, positive development, and—most basically—survival. They are confronted by problems of poor nutrition, drug and alcohol abuse, unsafe sex, violence, school failure, under-achievement, school dropout, crime, teenage pregnancy and parenting, and lack of job preparedness (Carnegie Corporation of New York, 1995; Dryfoos, 1990; Johnston, O’Malley, & Bachman, 1996; United States Department of Health and Human Services, 1996). In addition, there are challenges to their health (e.g., lack of immunizations, inadequate screening for disabilities, insufficient prenatal care, and lack of sufficient infant and childhood medical services) (Hamburg, 1992; Huston, 1991). Moreover, one-fifth of our nation’s youth are poor and face the sequelae of persistent and pervasive poverty (Center for the Study of Social Policy, 1995; Huston, 1991; Huston, McLoyd, & Garcia Coll, 1994; Schorr, 1988, 1997). Feelings of despair and hopelessness may often pervade the lives of youth whose parents have lived in poverty and see themselves as having little opportunity to do better, that is, to have a life marked by societal respect, achievement, and opportunity (Lerner, 1993b, 1995; McKinney, Abrams, Terry, & Lemer, 1994; Schorr, 1988, 1997).
Journal of Career Development, Dec 8, 2010
This article describes a model of children's conceptions of two key career development processes:... more This article describes a model of children's conceptions of two key career development processes: career choice and career attainment. The model of children's understanding of career choice and attainment was constructed with developmental research and theory into children's understanding of allied phenomena such as their understanding of illness, violence, and ethnicity. The proposed model articulates aspects of career development during childhood that have not been addressed in extant vocational models. Six levels of development of vocational reasoning are described, ranging from magical, association-based thinking to reasoning that involves the dynamic interaction of influences at the individual, relational, and systemic levels.
Journal of Applied Developmental Psychology, 2002
Management of asthma requires not only an understanding of the causes and consequences of asthma ... more Management of asthma requires not only an understanding of the causes and consequences of asthma episodes, but effective use of preventive techniques. The present study investigated asthma knowledge, causal reasoning (“concepts of illness”) regarding episodes of asthma and headache, and strategies for prevention in a sample of 104 children with persistent asthma and 90 parents. Causal reasoning regarding asthma was
Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions, 2017
The members of this plenary were charged with the task of reflecting upon how the individual jour... more The members of this plenary were charged with the task of reflecting upon how the individual journals they represent can support efforts to integrate theory, research,
Behavioral Sciences
This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in ... more This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial li...
Behavioral Sciences
In response to the low representation of Latinx adults in STEM occupations, this community-based ... more In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest–posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show improvements in self-efficacy, an increased number of youths with intentions of pursuing future STEM career opportunities, and deeper reflections on their talents and skills after program participation. This paper also describes the program development and implementation in detail, as well as the adaptations that resulted from COVID-19, for scholars and educators designing similar programs. Th...
Routledge eBooks, Feb 17, 2017
Routledge eBooks, Feb 17, 2017
Education Sciences
Teachers serving students with special needs, students from low-income backgrounds, students with... more Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four ...
The Handbook of Career and Workforce Development, 2017
Sustainability, 2021
This is the first of two sequential papers describing the design and first-year implementation of... more This is the first of two sequential papers describing the design and first-year implementation of a collaborative participatory action research effort between Sociedad Latina, a youth serving organization in Boston, Massachusetts, and Boston University. The collaboration aimed to develop and deliver a combined STEM and career development set of lessons for middle school Latinx youth. In the first paper, life design and the U.N. Sustainable Development Goals are described in relation to the rationale and the design of the career development intervention strategy that aims to help middle school youth discover the ways that learning advanced-STEM skills expand future decent work opportunities both within STEM and outside STEM, ultimately leading to an outcome of well-being and sustainable communities. In addition to providing evidence of career development intervention strategies, a qualitative analysis of the collaboration is described. The second paper will discuss two additional fra...
Journal of veterinary medical education
While existing literature suggests that professional students (e.g., medical, dental, law, nursin... more While existing literature suggests that professional students (e.g., medical, dental, law, nursing, etc.) experience high levels of stress and depression, the experiences of veterinary medical students have been less well examined. The purpose of this study was to explore the levels of stress and depression among veterinary medical students and to examine the relationship between these variables. Study participants were 1,245 veterinary medical students from North America. The findings provide support for the assertion that veterinary medical students experience high levels of stress and depression. Results also indicated that there is a correlation between stress and depression for veterinary medical students and that female students experience higher levels of stress and depression than their male counterparts.
The Counseling Psychologist, 2016
The present study examined patterns in trans individuals’ multiple identities and mental health o... more The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or cross-dressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of 60,000ormoreayear;andwerenon−LatinoWhite.Cluster2(educationalprivilege;n=191)wascharacterizedbyindividualswhoidentifiedastransmenorgenderqueer,gay,orqueer;hadabachelor’sdegree;reportedhouseholdincomesof60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of 60,000ormoreayear;andwerenon−LatinoWhite.Cluster2(educationalprivilege;n=191)wascharacterizedbyindividualswhoidentifiedastransmenorgenderqueer,gay,orqueer;hadabachelor’sdegree;reportedhouseholdincomesof10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clin...
Professional school counseling, Jun 1, 1999
Those who desire improvements in classroom learning must realize and acknowledge that school refo... more Those who desire improvements in classroom learning must realize and acknowledge that school reform, especially when it focuses on disadvantaged students, cannot easily succeed if it ignores the circumstances of their out-of-school lives. (Maeroff, 1998, p. 5) Contemporary education reform efforts are clearly challenged by what have been referred to as the new morbidities-poor nutrition, unsafe sex, drug and alcohol abuse, familial and community violence, teenage pregnancy and parenting, lack of job skills, inadequate access to health care, and homelessness. The impact of these stressors on the educational achievement of young people is widely recognized. Research has found that conditions such as personal and familial substance abuse (Wills, Vaccaro, & McNamara, 1992), maltreatment and abuse (Eckenrode, Laird, & Doris, 1993; Graziano & Mills,1992; Kurtz, Gaudin, Wodarski, & Howing, 1993), malnourishment (Grantham-McGregor, Powell, Walker, Chang, & Fletcher, 1994), exposure to violence (Warner & Weist, 1996), and homelessness (Masten,1992; Schmitz, Wagner, & Menke, 1995) are related to low academic achievement, impaired cognitive functioning, and poor behavioral and emotional well-being (Furstenberg, Eccles, Elder, Cook, & Sameroff, 1997). In short, the new morbidities result in significant barriers to learning. In the face of a pressing need to address these barriers to learning and a recognition that schools cannot do it alone, educators and policy makers have called for renewing and rebuilding the connection between communities and schools. School-community partnerships can provide a close-knit web of services and resources, which have been demonstrated to make a positive difference for at-risk children and youth (Dryfoos, 1990; Wang, Haertel, & Walberg,1995). In serving as "liaison between teachers, parents, support personnel, and community resources to facilitate successful student development" (American School Counselor Association,1997, p. 12), school counselors are positioned to play an important leadership role in the efforts to connect school and community (Keys & Bemak,1997). At the same time, the school-community partnership movement can support and enhance the mission of school counselors to foster academic, career, and personal-social development. This article reviews the development of efforts to link schools and communities and delineates the various ways in which the profession of school counseling and the school-community partnership movement might positively impact one another. Development of School-Community Linkages Historically, schools have long been aware of the need to respond to the nonacademic needs of children. Confronted by the pervasive effects of environmental stressors on learning and behavior, schools have traditionally sought to lessen the impact and address the consequences of those stressors on students. As early as 1890, reformers were advocating the provision of medical and dental examinations, lunches, summer programs, recreational activities, and child welfare officers in U.S. schools (Tyack, 1992). In the years since that time, school systems have made significant efforts to address a range of children's developmental, health, and nutritional needs. By 1940, annual medical and dental exams were provided, and school lunches became the norm by 1950 (Myrick,1993; Tyack,1992). While schools and communities collaborated in funding these efforts, the schools were responsible for implementing the services. As the decades progressed, the federal and state governments began to increase funding to community agencies to address some of these needs (e.g., through entitlement programs for health care through Medicaid and for nutrition through the Food Stamp Program). In recent years, government-supported community health and mental health centers, hospitals, social service centers, and legal and housing agencies have provided an array of services to families and children. …
Springer eBooks, 1999
Children and families face unprecedented challenges to their health, positive development, and—mo... more Children and families face unprecedented challenges to their health, positive development, and—most basically—survival. They are confronted by problems of poor nutrition, drug and alcohol abuse, unsafe sex, violence, school failure, under-achievement, school dropout, crime, teenage pregnancy and parenting, and lack of job preparedness (Carnegie Corporation of New York, 1995; Dryfoos, 1990; Johnston, O’Malley, & Bachman, 1996; United States Department of Health and Human Services, 1996). In addition, there are challenges to their health (e.g., lack of immunizations, inadequate screening for disabilities, insufficient prenatal care, and lack of sufficient infant and childhood medical services) (Hamburg, 1992; Huston, 1991). Moreover, one-fifth of our nation’s youth are poor and face the sequelae of persistent and pervasive poverty (Center for the Study of Social Policy, 1995; Huston, 1991; Huston, McLoyd, & Garcia Coll, 1994; Schorr, 1988, 1997). Feelings of despair and hopelessness may often pervade the lives of youth whose parents have lived in poverty and see themselves as having little opportunity to do better, that is, to have a life marked by societal respect, achievement, and opportunity (Lerner, 1993b, 1995; McKinney, Abrams, Terry, & Lemer, 1994; Schorr, 1988, 1997).
Journal of Career Development, Dec 8, 2010
This article describes a model of children's conceptions of two key career development processes:... more This article describes a model of children's conceptions of two key career development processes: career choice and career attainment. The model of children's understanding of career choice and attainment was constructed with developmental research and theory into children's understanding of allied phenomena such as their understanding of illness, violence, and ethnicity. The proposed model articulates aspects of career development during childhood that have not been addressed in extant vocational models. Six levels of development of vocational reasoning are described, ranging from magical, association-based thinking to reasoning that involves the dynamic interaction of influences at the individual, relational, and systemic levels.
Journal of Applied Developmental Psychology, 2002
Management of asthma requires not only an understanding of the causes and consequences of asthma ... more Management of asthma requires not only an understanding of the causes and consequences of asthma episodes, but effective use of preventive techniques. The present study investigated asthma knowledge, causal reasoning (“concepts of illness”) regarding episodes of asthma and headache, and strategies for prevention in a sample of 104 children with persistent asthma and 90 parents. Causal reasoning regarding asthma was
Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions, 2017
The members of this plenary were charged with the task of reflecting upon how the individual jour... more The members of this plenary were charged with the task of reflecting upon how the individual journals they represent can support efforts to integrate theory, research,
Behavioral Sciences
This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in ... more This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial li...