Faculty Member Attitudes and Behaviors toward Male Counselors in Training: A Social Cognitive Career Theory Perspective

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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.

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