Our primary aim was to gain a better understanding of how leisure activities (i.e., physical activity, mindfulness, and vacation) may beneficially relate to workaholism and work stress. Secondary aims included exploring motivations for participating in the three types of leisure activities. The job demands-resources theory; conservation of resources theory; and detachment-recovery, autonomy, mastery, meaning, and affiliation model provided context for hypothesized relationships among the variables. Full-time employees in the United States ( = 367) were recruited via Amazon's Mechanical Turk community, and they completed an online survey. Leisure participation significantly moderated the relationship between workaholism and work stress (weakening it). The majority of motivations for mindfulness and vacation were related to mental/emotional health, with a more even split between mental/emotional health and physical health/appearance motivations for physical activities. Several policy and practice-based recommendations for prioritizing leisure engagement are provided.

Understanding the gap between students' aspirations for postsecondary education and their actual postsecondary attainment is key to understanding and reducing educational and vocational inequities. Just as work volition has emerged as a key factor in understanding access to decent work, students' sense of control over or volition in the college-going process may be a key factor in understanding their access to postsecondary education. In the current study, we adapted a common measure of work volition to create a measure of college-going volition (CGV). In a large sample of rural Appalachian high school students, the measure showed good psychometric properties and strong measurement invariance across gender and prospective college-generation groups. There were no gender differences in CGV, but prospective first-generation college students demonstrated significantly lower CGV than their continuing-generation peers. CGV also accounted for significant unique variance in college-going self-efficacy beyond educational barriers.

The COVID-19 pandemic has had a world-wide impact on all areas of individuals' health, including physical, psychological, financial, familial, social, and vocational. In the United States, the unemployment rate rose from 3.5% (5.8 million) to 13.3% (21 million) in May 2020 before dropping to 7.9% in October 2020. Cognitive information processing (CIP)is one career theory that addresses career needs of clients and society. In this article, we examine the impact of COVID-19 on mental health and wellness, highlight differences for marginalized groups, and demonstrate how CIP theoretical elements may have been impacted by COVID-19, and provide strategies enhancing client growth in these domains during a time when largescale social and physical distancing is recommended. The CIP-based differentiated service delivery model is also described as a means for extending and providing access to career services.

This qualitative study examines the experiences of COVID-19 job loss by individuals from minimal-resource communities. Six participants were interviewed regarding their experience with becoming unemployed during the global pandemic. In general, participants described experiences that aligned with the core tenets of Gowan and Gatewood's (1997) model of response to job loss, as well as additional subthemes, including (a) internal support, (b) external support/resources, (c) survival, (d) mind-set, (e) emotion regulation, and (f) mental health effects. Implications are provided to career practitioners with consideration of these experiences when working with unemployed individuals who have limited resources.

This article discusses the impact of the COVID-19 pandemic on workers with disabilities. Given that most employment-related literature about COVID-19 does not include people with disabilities, an in-depth exploration of the impact of COVID-19 on this population is warranted. Additionally, this article discusses the unique issues this population is facing during the pandemic, including the intersectionality of disability, race, and economic disadvantage. Suggestions for supporting people with disabilities in counseling and career-related activities, both during the COVID-19 pandemic and postpandemic, are provided.

The COVID-19 pandemic has affected many aspects of the global society, including the workforce, with many effects yet to be seen. Career professionals in various settings are positioned to support clients and students through pandemic-related career concerns. Bronfenbrenner's (1979, 2001, 2005) bioecological systems model provides a framework that can aid in conceptualizing clients' and students' presenting issues within the complex nature of their environments. In this theoretical article, we contextualize COVID-19-related career concerns through a bioecological systems lens and integrate four contemporary approaches to career work. Two fictional case studies illustrate how career professionals can integrate these approaches.

During the COVID-19 pandemic, many women lost their jobs or chose to leave the workforce because of increased caregiving demands. Of women who remained employed, many faced increased complexity in negotiating their roles as employees and caregivers. On the basis of existing theory and research on the impact of women's caregiving responsibilities on their careers, we developed a model of the relationships among women's caregiving hours for children and adults, work-family and family-work conflict, perceived social support, and career satisfaction during the pandemic. We collected data from 475 university staff members and tested our model using a path analysis. Results suggested that caregiving hours for children directly influenced work-family and family-work conflict and that social support partially mediated the relationship between family-work conflict and career satisfaction. We discuss how counselors might best work with women who are navigating multiple life roles during a period of family, community, and global challenges.

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college-going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders ( = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st-generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college-going self-efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st-generation college student status group-students who are unsure of their parents' education level-as a distinct group in future research. By examining the college-going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.