Putting Theory to Work: Advancing Career Development in Science and Engineering. Angela Byars-Winston, Ph.D. Lori Bakken, Ph.D. School of Medicine & Public Health University of Wisconsin-Madison. Workshop Overview.
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Putting Theory to Work:Advancing Career Development in Science and Engineering
Angela Byars-Winston, Ph.D.
Lori Bakken, Ph.D.
School of Medicine & Public Health
University of Wisconsin-Madison
Reference: Global Career Development Facilitator (GCDF), NCDA
Reference: GCDF, NCDA
- Career-related choice, identity, consideration, exploration, attitudes, decision-making processes, values, occupational knowledge, job satisfaction, and job adjustment (Jepsen, 1984)
Career Development Interventions(Niles & Harris-Bowlsbey, 2002)
--diverse workforce and workplace;
--multiple career changes;
--evolving meaning of work.
--mngmnt. skills for changing workplace;
--ambiguity & uncertainty arecertainties;
--interactive learning process.
Bertrand & Mullainathan (2003)
Byars-Winston, Fouad, & Priester (2005)
Fouad & Byars-Winston (2005)
Interventions focus on:
(Super, 1951, 1990)
Analysis of Life Pattern Themes
Social Learning Theory (Krumboltz, 1979; 1996)
Source: GCDF, NCDA Training Curriculum
“People's level of motivation, affective states, and actions are based more on what they believe than on what is objectively the case.”
Adapted from Gail Hackett’s presentation Barriers to STEM Careers: A Social Cognitive Perspective
Self-efficacy is a mediating, “Person” variable in the model
Sources of Self-Efficacy (and Outcome) Beliefs actions are based more on what they
Can I do this?
Proximal to Choice Behavior
What will happen?
Perceptions of environment: campus climate, faculty support, and academic or career barriers
Proximal to Choice Behavior
Strong empirical support for SCCT:
Social cognitive career theory (SCCT) holds that
self-efficacy beliefs and outcome expectations are
influenced by the interaction of person inputs,
learning experiences, and
SCCT builds upon the assumption that career development and decision making are impacted by
The primary focus of research related to SCCT is
SCCT is particularly useful in addressing
Direct interventions toward:
(*emphasis on perceived contextual factors)
Examples from Bakken and Byars-Winston
Encouraging Women’s Pursuit of Clinical Research Careers
Self-efficacy Intervention actions are based more on what they
PosttestDr. Bakken’s Study Design
Encouraging Underrepresented Groups’ Pursuit of Science Careers
Contextual factors: Correlates of Math/Science Goals (Byars-Winston & Fouad, 2008), Coping Self-Efficacy in Pre-Med Students (Klink, Byars-Winston, Bakken, 2008)
Perceived Campus Climate
NFI = .95, GFI = .99
Retention efforts should address:
Students’ beliefs about their academic ability andtheir academic expectations
Address progressive drop in academic self-efficacy
Facilitate accurate self-perceptions
Discuss recovery from failures, “bounce back” plans
Use efficacy sources to bolster confidence in academic ability, academic expectations
Students’ experiences with and negotiation of themselves as cultural beings (bicultural competence)
(Freshmen, Peer Mentor, Faculty/Staff Mentor)