The Self-Efficacy and Navigational Resilience (SENR) model was developed by Dr. Peralta (presented under Choe, 2015) from an extensive review of self-efficacy and resilience literature and an exploratory study on the experiences of Filipino American faculty members in higher education institutions. In this model, a person may draw on one or more internal or external factors at any given time to navigate, develop, and reinforce self-efficacy and resilience. More importantly, the model recognizes the role that social power structures such as race, class, gender, ability, and sexuality play in an individual’s academic and career trajectory. The model may be used to facilitate discussions and research around the development of self-efficacy and resiliency in the identity formation process.
Current studies include, but are not limited to:
- Experiences of Southeast Asian American doctoral students in doctoral psychology education
- Influences of codeswitching on the postsecondary experiences of Black students
Psychological influences of academic achievements and experiences of Black males
-Exploration of Self Efficacy and Navigational Experience (SENR model) on community collaboration and cultural fluency approaches in education
Personal and Career Identity Development (PCID)
Extending Dr. Peralta's dissertation study, the projects within Personal and Career Identity Development (PCID) examine the experiences of individuals from traditionally marginalized and underrepresented communities across multiple fields such as arts and humanities and the helping professions (e.g., education, social work, counseling, etc.). Research within PCID uses the conceptual framework Personal and Career Identity Development Model by Dr. Peralta (2021).
This model (see figure above) represents the application of a critical lens to the integrated framework of self-authorship and planned happenstance. In this framework, academic and career exploration triggers the simultaneous process of self-authorship and planned happenstance, which continually inform each other. As students advance along their academic and career trajectory, they develop self-authorship and enact planned happenstance. Instrumental to this process is the application of a critical lens informed by Critical Race Theory that recognizes the role of systems of oppression such as racism, in the process of integrating self-authorship and planned happenstance (Bernal, 2002; Delgado & Stefancic, 2017; Ladson-Billings, 1998; Solórzano et al., 2000). This new framework is informed by the works of Baxter Magolda (2007, 2008, 2014), Mitchell, Levin, and Krumboltz (1999), and Abes and Hernández (2016).