Special Education : Databases

Developing a vocational identity is one of the most important tasks facing any adolescent, and vocational identity has become a focus of attention in career education and guidance for decades. However, few studies have been conducted on this topic in China due to a lack of relevant measures. The purpose of this study was to validate a Chinese version of the Vocational Identity Status Assessment (VISA) using 1,650 Chinese technical college students. The 30-item VISA–Chinese Version was found to have sound reliability and validity and with measurement invariance across age groups. This study contributes to the vocational identity literature by demonstrating the usefulness of VISA–Chinese Version.

In this article we challenge recent research within the field of special education reports an underrepresentation of all minorities in disability categories. First, we contrast these findings with selections from a large body of diverse and innovative work by scholars of overrepresentation, while recognizing the dearth of use of findings in these studies. Second, we illustrate a field of special education that has been epistemologically divided from its inception, and discuss repercussions of this schism for researching overrepresentation. Third, we call attention to color evasion within the field of special education, and to counter this, invoke Disability Critical Race Studies (DisCrit) to critique and rethink how overrepresentation can be conceptualized and researched.