Faculty Member Attitudes and Behaviors toward Male Counselors in Training: A Social Cognitive Career Theory Perspective
Document Type
Article
Publication Date
5-2015
Publication Title
Sex Roles
Volume
72
Issue
7
First page number:
1
Last page number:
13
Abstract
The purpose of this qualitative content analysis was to describe the attitudes and behaviors of U.S. university faculty members (N = 168) who recruit, educate, and develop male students in female-dominated graduate counseling programs. Drawing on social cognitive career theory (SCCT; Lent, Brown, and Hackett 1994), we identified three factors (i.e., opportunities, barriers, supports) that potentially influence vocational persistence for U.S. male students planning to enter a female-dominated occupation. The results highlight four distinct educational experiences for male students: leader, stigmatized, invisible, and nurtured. Implications for future research and educational training are discussed.
Repository Citation
Michel, R. E.,
Hays, D. G.,
Runyan, H. I.
(2015).
Faculty Member Attitudes and Behaviors toward Male Counselors in Training: A Social Cognitive Career Theory Perspective.
Sex Roles, 72(7),
1-13.
http://dx.doi.org/10.1007/s11199-015-0473-1