معرفی
Joseph G. Ponterotto is a Professor in the Counseling Psychology department at Fordham University's Graduate School of Education. A licensed psychologist and mental health counselor in New York State, he coordinates the mental health counseling master's degree program and maintains an office at 113 West 60th Street, Room 1016D. His contact email is ponterotto@fordham.edu with office hours Mondays and Wednesdays 3-4 p.m. and Tuesdays by appointment.
Dr. Ponterotto's research focuses on critical areas in multicultural psychology including:
- Acculturation and Immigration processes
- Multicultural counseling and education frameworks
- Psychobiographical analysis techniques
- Qualitative and Quantitative research methodologies
- Racism and prejudice reduction strategies
His teaching emphasizes experiential learning through highly interactive, demonstration-based courses in multicultural counseling, psychological assessment, career counseling, and research methods. He actively collaborates with graduate students on research projects while maintaining a strong scholarly output.
With over 100 peer-reviewed publications, Dr. Ponterotto's work demonstrates consistent leadership in multicultural counseling literature, particularly through multiple editions of the Handbook of Multicultural Counseling and groundbreaking psychobiographical studies. His publications show increasing focus on practical applications of multicultural competencies across counseling, assessment, and educational contexts.
No scientific awards are listed in the provided materials.
Dr. Ponterotto coordinates Fordham's mental health counseling master's program and mentors both master's and doctoral students through research collaborations. While specific grant information isn't provided, his extensive publication record indicates sustained research activity. He previously served as associate editor of the Journal of Counseling Psychology, demonstrating professional leadership in the field.
Research occurs within the Counseling Psychology department framework through student collaboration teams rather than dedicated laboratories.
