Possible Selves and Career Transition: Implications for Serving Nontraditional Students

Abstract

Since the construct of “possible selves” was first introduced over two decades ago by Markus and Nurius (1986), a substantial body of research has explored the content, valence, origins, and motivational dynamics of possible selves in a variety of domains, including academic achievement, lifespan development, and health-related behaviors, among others. Of particular interest to educators of adult learners in higher education is the body of literature that has looked at possible selves in relation to career development and transition. However, very few studies have focused specifically on the possible selves of adult nontraditional students. The central premise of this article is that the possible selves perspective can be useful to adult educators and, in particular, to educators who work with adult nontraditional undergraduate students. Specifically, this article: (a) describes in general terms the possible selves perspective, (b) reviews selected possible selves literature related to career transitions and adult undergraduate students, and (c) discusses the implications for nontraditional higher education practice and research.