Nadya A. Fouad’s research while affiliated with University of Wisconsin–Milwaukee and other places

Outcome expectations, an integral theoretical component of social cognitive career theory, remains almost completely unexamined in the domain of academic persistence, or the decision a student makes to remain in college. This study sought to develop a theoretically derived scale to measure outcome expectations. An initial item pool was developed and sent to a sample of college students. A second, confirmatory sample of undergraduate students was collected via an online crowdsourcing platform. Results suggested the presence of a two-factor structure was the most parsimonious solution across both samples. The two factors retained across both samples reflected positive and negative outcome expectations that students perceived about remaining in college for the year. Limitations and implications are discussed.

Vocational psychology has long argued that career opportunities differ for individuals from diverse racial/ethnic backgrounds. Yet, despite decades of research, are we closer to understanding the role of race and ethnicity in career development? The purpose of this article is to systematically review and critique research on racial/ethnic minorities in vocational psychology since critique of the research, with a particular emphasis on whether research with racial/ethnic minorities is theory-based, incorporates an intersectional framework, focuses on aspects of identity, and examines environmental and societal aspects of career development. We use our conclusions from that review to make a set of recommendations that we hope will stimulate future research.

ABSTRACT The last several years have witnessed calls for changes and inclusive processes for women in organizations. Both the #MeToo movement and McDormand’s call for an 'inclusive rider' highlight the problem of gender inequality even in senior positions. Indeed, some countries have shown evidence of an ever-growing increase in demands to raise quotas and legislate further regulations encouraging women’s inclusion in companies' boards (Huse, 2005; Seierstad, Warner-Søderholm, Torchia & Huse, 2015). However, despite this rising awareness, women still face significant struggles, biases and difficulties, as they move up the ladder into senior positions. Acker (2006) argues that social and economic inequality in the United States and other industrial countries is embedded in organizations, and is evident in the daily activities of working in an organization (2006, p. 441). However, while workers in lower-level, non-management positions are more aware of this inequality, it is less prevalent in management, leadership and supervisory roles. In the current symposium, we will discuss the difficulties women face as they advance to senior positions. The papers presented in the symposium indicate the multiple barriers and biases concerning women working in male dominated or even neutral-gender occupations. We also deliberate about the connection between women serving as board members, and organizational performance, and highlight the differences in the usage of social capital between senior women and their male counterparts. Focusing on the difficulties facing women in senior professional positions, this symposium offers rich insights into the challenges women face as they move up the hierarchical corporate ladder. Keywords: Gender biases, Women in senior professional roles, Women on Board (WoB), Social capital, Male dominated occupations

Guided by both the social–cognitive model of career management and social comparison theory, this study compared men’s own well-being and their perceptions of other men’s well-being in the context of male gender norms and work–family management. Working men (N = 693) who adhere to traditional male gender norms reported lower levels of well-being. The same group of working men assessed other men who adhere to traditional male gender norms as having lower levels of well-being. Notably, men who adhered to traditional masculine norms were more likely to perceive that other men are “happier.” Further, “less happy” men (men in the low own well-being class) tended to rate other men “happier,” whereas “happier” men (men in the medium own well-being class) did not share that tendency. Lastly, men who reported higher levels of multiple role self-efficacy and positive work–family spillover reported that their own well-being was higher and reported that other men would have higher levels of well-being when they also have higher levels of multiple role self-efficacy and positive work–family spillover. These findings are discussed within the context of the social comparison and work–family interface literature. Implications for future research and practice also are addressed.

The living editors of The Counseling Psychologist provide reflections on their editorial terms to commemorate the 50th anniversary of the Journal. They recall their vision for the Journal and include noteworthy accomplishments and changes during their terms. Two members of The Counseling Psychologist’s 50th Anniversary Committee provided retrospective accounts for editors Fretz and Stone.

Introduction: The gender gap in professorship and leadership roles persists in academic medicine, whereas reasons for these disparities remain unclear. Materials and methods: Open-ended text responses to a 2013 faculty engagement survey were analyzed by using the grounded theory and consensual qualitative analysis techniques. The authors grouped 491 faculty's text responses into descriptive codes and three themes: (1) No Obstacles, (2) Barriers to Success, and (3) Concerns Regarding Processes. Demographics of codes were compared by using chi-square analysis. Results: Male faculty identified barriers that included negative views of leadership or leaders. Female faculty, especially those in clinical roles, expressed barriers related to role overload, including that the demands of their current positions prevented advancement or addition of further roles, no matter how desirable further roles may be. Women also shared that considerable self-promotion was required to receive acknowledgement of their work and support by leadership. Conclusion: A proposed framework depicts male and female faculty's concerns on a continuum. No Obstacle and Process Concerns were relatively gender neutral, whereas large gender disparities occurred within the Barriers to Success theme. Women's barriers largely revolved around internal obstacles (I can't do any more), and men's barriers largely revolved around external factors (leaders are impeding my progress). Resources are needed to mitigate work overload specifically for female faculty, and to ensure that all faculty are both engaged in advanced career opportunities and encouraged to pursue leadership positions.

We tested a social-cognitive model of career self-management (CSM; Lent & Brown, 2013) in the context of the multiple role management among a sample of 693 working men. The findings of the current study indicated that (a) conformity to masculine norms is linked to work-family positive spillover both directly and indirectly through multiple role self-efficacy; (b) the hypothesized relations were all significant for the full sample; (c) CSM predictors accounted for a significant amount of variance in working men's work-family positive spillover and job, family, and life satisfaction; and (d) the direct and indirect effects among the variables did not vary across participants' relationship status and ethnic minority status. Taken together, these findings provide strong support for the validity of CSM in explaining the multiple role management and well-being of working men. Implications for research and practice are discussed in relation to working men's work-family enrichment and masculine norms.

This article is part of a special issue of the American Psychologist celebrating the American Psychological Association’s (APA’s) 125th anniversary. The article reviews the last quarter century (1991–2016) of accomplishments by psychology’s education and training community and APA’s Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate’s mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology’s broad education and training community. Specifically APA has (a) promoted quality education—from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and well-being. After identifying challenges and progress, the article discusses the future of the field of psychology and the preparation of its workforce of tomorrow.

Background: The Association of American Medical Colleges reports continued low rates of female faculty as professors and in leadership positions. While attrition and discrimination have both been proposed as explanations, recent literature has suggested that women's professional motivations, ingrained behavior, and perceptions of organizational support may also play a role. Methods: The authors employed a series of scales informed by the turnover theory (which predicts intent to leave an organization), previously validated and used in business and engineering studies, but rarely used in academic medicine. The authors proposed and tested a multiple regression model to assess predictors (role strain, work-life balance, and organizational climate) for three outcome variables: seeking promotion, seeking leadership, and intent to leave. Results: Survey results from 614 faculty members indicated that gender significantly influenced both promotion and leadership seeking, but not intent to leave. Perceived work-family conflict was negatively correlated with leadership seeking for women, but not for men. Positive views of organizational support and commitment were associated with promotion seeking and persistence for all participants. Role strain was positively correlated with desire for promotion and leadership, as well as with intent to leave. Conclusions: Female faculty may not be leaning in to promotion and leadership roles because of increased role conflict, work-life concerns, and organizational factors; this seems to be more of a factor for female clinical rather than research faculty. Work-family conflict affects male and female faculty differently and should be addressed in efforts to retain faculty and to remove barriers for female faculty seeking leadership opportunities.