TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 286 career counselors and counselor educators without an empirical foundation for addressing the particular career development needs of such populations in this troubled economic climate, making it difficult for counselors to respond to calls and implement concrete social justice interventions and actions (Hansen, 2003; Metz & Guichard, 2009; Pope, 2003). Such knowledge would make it possible for career counselors and counselor educators to take evidence-based action to address these problems and allow the field of career counseling to continue in its tradition of social action in solidarity with marginalized populations (Hartung & Blustein, 2002; Stebleton & Eggerth, 2012). As such, the purpose of this study was to investigate the career- and work-related challenges that traditionally marginalized populations face in the context of the current economic climate. Secondly, and more importantly, this study investigated actions that career counselors and counselor educators might take to address these challenges. A unique challenge of investigating a fluid, dynamic context such as the current economic climate is the need to apply a research methodology that accounts for its time-sensitive, shifting nature. Given this context, the authors used the Delphi methodology (Linstone & Turoff, 1975; Skulmoski, Hartman, & Krahn, 2007; Vázquez-Ramos, Leahy, & Hernández, 2007). This approach to research was designed to integrate expert opinion about complex issues at the forefront of a field with experts’ forecasts about what might occur regarding such issues in the future. While there is no published research about the topic of this study, the authors connected with experts who have knowledge of this issue. Specifically, the authors asked experts to describe the experiences of traditionally marginalized populations in the context of the current economic climate and to provide suggestions for ways to address these challenges. Although there would be great value in directly asking members of marginalized populations about their career development, it would take an enormous amount of time to investigate the career development challenges faced by such a diverse range of individuals within the current economic climate. This poses a problem in that, by the time such a research agenda was completed, the economic climate might have already made a significant turn for the better, thus making such studies outdated in terms of their immediate applicability. The authors certainly recognize the worth and cultural relevance of interviewing marginalized individuals themselves about their lived experiences, but they also recognize the need to collect and analyze data in a way that allows for timely implementation of the results. Therefore, the authors chose the Delphi methodology in order to collect empirical evidence in a manner that will provide concrete suggestions for action before the economic climate has shifted beyond the scope of such evidence. Before addressing the current economic crisis, however, it is important to discuss first what is known about the career- and work-related challenges that traditionally marginalized populations generally face. Career and Work Challenges of Traditionally Marginalized Populations Although the United States provides vast opportunities for success in career and work pursuits, these opportunities are not and have not been equally accessible to all people (Blustein, 2006; Blustein, McWhirter, & Perry, 2005; Burns, 2009; Fouad, 2006; Metz & Guichard, 2009). Further, even when those who have been afforded less societal and cultural privilege are able to access such opportunities, their success and achievements may not be recognized in an equitable manner (Badgett et al., 2007; Coombs & King, 2005; Fouad et al., 2008; Juntunen et al., 2001). The following are examples that represent inequalities faced by traditionally marginalized populations throughout their career development process. On a systemic level, social norms and structures shape traditionally marginalized individuals’ experiences of career and work in ways that disadvantage them in future career pursuits (Adams et al., 2005; Gottfredson, 2005; Lapour & Heppner, 2009; Martín-Baró, 1994; West-Olatunji et al., 2010). During childhood and adolescence, marginalized populations experience a lack of support and resources for pursuing higher education (Adams et al., 2005; Blustein, 2006; Deil-Amen & DeLuca, 2010) and are less likely to finish high school (Greene & Winters, 2005), which is problematic given the relationship between educational attainment and