My research interest in the career development of people with marginalized identities is motivated by my own personal history. As a child with low vision, I grew up fighting to prove that I am not disabled. As early as kindergarten, I noticed that some of my teachers were skeptical about my ability to succeed in life; and as a result, they failed to provide the support I would need to learn and experience the world. However, there was one teacher who was different; she was aware of my low vision and its impact on my ability to walk on a balance beam. When I was sitting on the bench waiting for the PE class to end, she gently brought me onto the balance beam and held my hand so that I could experience it like other children.

As a scientist practitioner, I want to listen to the voices of people who often feel hesitant to tell their stores, not only to identify the barriers and challenges they face in the process, but also to recognize the individual and contextual factors that have encouraged individuals to pursue and persist in achieving their goals. In doing so, I hope to empower individuals who may be struggling to integrate their strengths and vulnerabilities—like the teacher who held my hand on the balance beam did for me.

關於我的研究——我對於「少數族群的生涯發展經驗」這個研究主題的興趣，起源於我自己的生命經驗。身為一名視障者，我在成長的過程中不免遇到過各式各樣的阻礙，早自幼稚園時期，我就能明顯地感覺到有些師長對我的輕視。他們對於我的潛力及未來發展抱持著懷疑的態度，因此他們會用一種不在乎的態度對待我所需要的支持。然而，在我的記憶中有一個老師很不一樣，她注意到眼睛弱視對我的影響，所以當我坐在長板凳上等著大家完成平衡木練習的時候，她向我伸出手，然後牽著我的手走完平衡木。那是我第一次體驗到和其他同儕一樣的體育課。

作為一名心理師，我認真專注地傾聽每個人的故事，包括那些令人難以啟齒的、充滿羞恥感的經歷。透過傾聽，我帶著個案一同去檢視這些困難與受傷，去探索每個人的特質與具足的能力，去整個自己的優勢與劣勢，去找回那份讓人勇往直前的力量，就好像當時的老師牽著我的手走過平衡木一樣。