The 3-I Career Advising Process and Athletes With Foreclosed Identity

Abstract

Student-athletes who identify more strongly with their athletic role than their academic life may neither encounter nor embrace the chance to explore career options. Their lack of exposure or interest to career advising may compound career immaturity and development. Gordon's (2006) 3-I (inquire, inform, integrate) decision-making process applied to career guidance may help advisors encourage professional development and personal growth among student-athletes. Integrating knowledge of self with academic information requires engagement in the inquiry and information gathering stages of the fluid 3-I cycle, which may contribute to greater career maturity, especially for the identity-foreclosed student-athlete.

Advising Alternatives: A Case Study

“…Alternative Advising Throughout the literature, researchers from diverse theoretical perspectives have described an advising pedagogy for adapters. For instance, developmental theorists have responded to student-athletes who were coping with career-ending injuries and students who were unable to satisfy admission criteria (Jordan & Blevins, 2009;Menke, 2015). Hermeneutic and Socratic advisors have suggested meaningful questions and paraphrasing (Champlin-Scharff & Hagen, 2013;Spence & Scobie, 2013), and others have used self-authorship to help students reconstruct meaning after they failed premedicine courses or were denied admission to education programs (Pizzolato, 2007;Schulenberg, 2013).…”

“…Such experiences create positive outcome expectations and opportunities to learn more about oneself or one's options (Krumboltz et al, 2013). As students pursue these opportunities, advisors help them understand their transferable skills and teach them ways to frame their transition by writing a resume or rehearsing interview responses (Anderson et al, 2012;Barber, 2014;Menke, 2015).…”

The effect of athletic identity, occupational decision-making self-efficacy on academic motivation among revenue- and nonrevenue-status sport NCAA Division II student-athletes

“…These conditions span beyond FGR, APR, and GSR and effect academic, personal motivation and career issues outside of sport. The long term effects of collegiate sport participation have gained the interest of many DI university leaders, and programs, such as the "3-I career advising process," are being developed to address these academic and career readiness issues (Menke, 2015). Menke (2015) described the 3-I process as a fluid decision-making process framework made up of three steps (inquire, inform, and integrate) for advancing academic and career development with college students.…”