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

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.