Applications of social cognitive theory to the career development of women of color

Byars, Angela M.; Hackett, Gail

doi:10.1016/s0962-1849(98)80029-2

Cited by 64 publications

(48 citation statements)

References 50 publications

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“…In turn, self-efficacy and outcome expectations influence the individual's vocational interests and other career outcomes such as career choice, both directly and through a sequential pathway. Given SCCT's attention to contextual as well as internal person variables, this theory has been applied to ethnic minorities and women in both conceptual literature (e.g., Byars & Hackett, 1998) and empirical studies (e.g., Flores & O'Brien, 2002;Flores, Robitschek, Celebi, Andersen, & Hoang, 2010;Lent, Sheu, Gloster, & Wilkins, 2010;Nauta & Epperson, 2003;Navarro, Flores, & Worthington, 2007;Rivera, Chen, Flores, Blumberg, & Ponterotto, 2007). However, much of the traditional SCCT research focusing exclusively on African Americans has been conducted in math and science-related domains (Lent et al, 2005 because African Americans are underrepresented in STEM occupations (National Science Foundation, 2013).…”

Section: Prestige Interests and Choice Goalsmentioning

confidence: 99%

An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

Scheuermann

Tokar

Hall

2014

Journal of Vocational Behavior

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Journal of Vocational Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Journal of Vocational Behavior, 84, 3, 2014Behavior, 84, 3, , 10.1016Behavior, 84, 3, /j.jvb.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. SCCT, the hypothesized relation of prestige self-efficacy to prestige outcome expectations was non-significant. Future research is needed to explore the impact of race, gender, and occupational domain on the relative influence of self-efficacy, outcome expectations, and interests on choice goals.

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Section: Prestige Interests and Choice Goalsmentioning

confidence: 99%

An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

Scheuermann

Tokar

Hall

2014

Journal of Vocational Behavior

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“…In terms of populations, our application of Bandura's theory originally focused on women, but it is now viewed as a key concept in understanding the career development of people of color (Byars & Hackett, 1998;Flores & O'Brien, 2002;Gloria & Hird, 1999;Hackett & Byars, 1996;Tang, Fouad, & Smith, 1999). It has also been used with older adults (Cousins, 1997), people with disabilities (Luzzo, Hitchings, Retish, & Shoemaker, 1999), and female offenders (Chartrand & Rose, 1996).…”

Section: Theorymentioning

confidence: 99%

Contributions of Self‐Efficacy Theory to Career Counseling: A Personal Perspective

Betz¹

2004

The Career Development Quart

164

137

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The author provides a brief overview ofA. Bandura's (1977Bandura's ( , 1997 self-efficacy theory, followed by a discussion of the value of this theory to career counselors, which includes particularly useful features of the concept of self-efficacy and suggestions for its application in career assessment and counseling, with a special focus o n group interventions.My interest in Albert Bandura's (1977Bandura's ( ,1997 self-efficacy theory began in 1980. At that time, I had begun a research program examining barriers to women's pursuit of careers in math and the sciences, and I had focused on the concept of math anxiety. Research had established that math anxiety was more prevalent among women (see Betz, 1978), representing, as it does, societal stereotypes of women's inferiority in math and technical domains of study. However, when talking one day with my colleague Gail Hackett, who had been trained in the cognitive-behaviorist tradition, I was introduced to self-efficacy theory.The concept of self-efficacy refers to one's beliefs in one's capabilities to successfully engage in a specific area of behavior. Higher levels of selfefficacy are postulated to lead to approach versus avoidance behavior, and I could immediately see the usefulness of conceptualizing women's underrepresentation in math as a problem of low expectations of math efficacy as well as one of math anxiety. More important, the concept of self-efficacy had built within it both the theory of its etiology and the means to treat it using four sources of efficacy information. These sources of efficacy information, which lead to the initial development of efficacy expectations and can be used to increase them, are performance accomplishments, vicarious learning (modeling), emotional arousal (anxiety), and social persuasion and encouragement. Thus, although anxiety was a useful construct, self-efficacy was more comprehensive in building in, or including, the intervention for as well as the understanding of the problem. Because of this integration of the theory with the treatment, I have been an enthusiastic proponent of the uses of self-efficacy theory in career counseling. In the following pages, I provide a brief review of the central concepts of Bandura's

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“…Individuals' career development is considered to be significantly influenced by contextual factors related to personal and family background [7], as well as social interaction and development [8]. Besides influencing their personal development, background factors such as family of origin, socioeconomic status and level of education, have an impact on individuals' career preferences and decision-making as well [9].…”

Section: Background and Family Influencesmentioning

confidence: 99%

Research on Career Choices and Decision-Making Process Among Chinese Overseas Students

2017

dtssehs

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Abstract-A study was conducted to explore the influence of a range of factors on career choices and decision-making process among Chinese students in the UK, from a psychosocial perspective. The grounded theory was selected for analyzing research questions, through the use of semistructured interviews. A theoretical scheme was framed based on the findings of eight interviews, which suggested that there was an interaction between the influences exerted by the family and cultural factors and they shaped personal aspects like self-efficiency, self-concept and career interests. Although the qualitative research approach used in this study did not allow for wider generalization, but highlighted that indirect influence of families on the impact of students' career interests, as well as addressed the impacts of abroad cultural and learning experiences on their selfconstruction and career development. It was hoped, this study could be helpful for Chinese students on choosing a career and for universities on developing strategies of international career services.

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Applications of social cognitive theory to the career development of women of color

Cited by 64 publications

References 50 publications

An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

Contributions of Self‐Efficacy Theory to Career Counseling: A Personal Perspective

Research on Career Choices and Decision-Making Process Among Chinese Overseas Students

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