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

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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.

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Acknowledgments

The authors would like to thank Sean Hall, Eric Michel, Jennifer Boender, Nicole Randick, Elizabeth Thraen, Isabel Decian, and Daniel Brantl for their useful insights during the development of our manuscript.

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We have no potential conflicts of interest to report.

All human subject participants provided informed consent to participate in the study.

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Authors and Affiliations

  1. Division of Psychology and Counseling, Governors State University, 1 University Parkway, University Park, IL, 60484, USA

    Rebecca E. Michel

  2. College of Education, University of Nevada-Las Vegas, Las Vegas, NV, USA

    Danica G. Hays

  3. Counseling Department, Regent University, Virginia Beach, VA, USA

    Helen I. Runyan

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  1. Rebecca E. Michel
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  3. Helen I. Runyan
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Correspondence to Rebecca E. Michel.

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Michel, R.E., Hays, D.G. & Runyan, H.I. Faculty Member Attitudes and Behaviors Toward Male Counselors in Training: A Social Cognitive Career Theory Perspective. Sex Roles 72, 308–320 (2015). https://doi.org/10.1007/s11199-015-0473-1

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