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Shaun C. Tyrance, Henry L. Harris, and Phyllis Post

This study examined the relationship between athletic identity, race, gender, sport, and expectation to play professionally and career planning attitudes (career optimism, career adaptability, and career knowledge) among NCAA Division I college student-athletes. Participants of this study consisted of 538 Division I student-athletes from four Bowl Championship Series institutions. Results of this study found that Division I student-athletes with higher athletic identities had lower levels of career optimism; Division I student-athletes who participated in revenue-producing sports had lower levels of career optimism; and student-athletes with a higher expectation to play professional sports were more likely to be optimistic regarding their future career and displayed higher athletic identities. Statistically significant findings indicated the following gender differences: male Division I student-athletes believed they had a better understanding of the job market and employment trends; males had more career optimism; and females had higher levels of athletic identity than their male counterparts. Implications for counseling student-athletes are addressed.

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David Pyne

taking, conflict resolution, communication, research politics, and career planning. For early-career researchers or scientists, the imperative for publication largely depends on the formal requirements and job expectations. This expectation is likely to be more substantial and formalized in the academic

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Original Research Sociocultural and Mental Health Adjustment of Black Student-Athletes: Within-Group Differences and Institutional Setting Sheriece Sadberry * Michael Mobley * 3 2013 7 1 1 21 10.1123/jcsp.7.1.1 Predicting Positive Career Planning Attitudes Among NCAA Division I College Student

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Monna Arvinen-Barrow, Kelsey DeGrave, Stephen Pack, and Brian Hemmings

. . . it got all kind of fast forwarded a bit . . . Although the injury had accelerated Ben’s post-professional cricket career plans, he saw this transition as fateful: If I try to reflect back now, and look at the whole situation I . . . it’s almost in a kind a roundabout way . . . it was a blessing in

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Terry L. Rizzo, Penny McCullagh, and Donna Pastore

department chairs/heads. Suggestions include providing clear communication and expectations and recognition by making faculty members feel worthy and an integral part of the faculty, reducing stress, offering career planning and support, and training for department faculty and staff to develop a healthy and

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Nancy I. Williams and Alan L. Smith

. Importantly, it notes that students and parents are becoming increasingly proactive about selecting academic programs that provide the best preparatory path for graduate school acceptance and career planning. Last, but not least, the issue concludes with three papers focused on student research and scientific

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Jessica L. Kutz, Melissa Bopp, and Lori A. Gravish Hurtack

becoming more proactive about selecting academic programs that allow for the best preparatory pathway for graduate school acceptance and career planning. Kinesiology majors are unique in the multitude of career paths that are sought postgraduation. No longer do students solely gravitate to fitness and

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Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende, and Sarah Banner

, multifaceted, and the responsibility of both student and advisor. The advisor serves as a facilitator of communication, a coordinator of learning experiences through course and career planning and academic progress review, and an agent of referral to other campus agencies as necessary. To pursue effective and

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Britton W. Brewer, Christine M. Caldwell, Albert J. Petitpas, Judy L. Van Raalte, Miquel Pans, and Allen E. Cornelius

: 10.1002/1097-4679(197204)28:23.0.CO;2-G Tyrance , S.C. , Harris , H.L. , & Post , P. ( 2013 ). Predicting positive career planning attitudes among NCAA Division I college student-athletes . Journal of Clinical Sport Psychology, 7 ( 1 ) 22 – 40 . doi: 10.1123/jcsp.7.1.22 Webb , W

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Wesley J. Wilson and K. Andrew R. Richards

teachers. Leonard, for example, reflected, “especially after this [APETE] program, I feel more motivated and ready to start teaching in APE” (Journal). The cumulative APETE experience seemed to shift some participants’ thinking on future career plans. Some who entered the program solely desiring to work as