The gendered experience of professional practice : a phenomenological study of the lived experiences of male elementary school counselors Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/6q182p75d

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • This qualitative study explored the gendered professional experiences of male elementary school counselors. The participants or co-researchers were twelve men of varied ethnic and racial backgrounds between 25 and 60 years old. They lived and worked in five US states in urban, suburban and rural settings. They provided school counseling program services to students from 4-12 years old. All co-researchers had graduate degrees in counseling and state certification as school counselors. Their professional experience ranged from 2-20 years. The research utilized phenomenological methodology to uncover the "essence" of their experiences as male elementary school counselors. Co-researchers were interviewed up to three times for at least 45 minutes total. The interviews of all participants were recorded, transcribed verbatim, and then analyzed at four levels. First, a textural analysis of all relevant statements to the experience of being a male elementary school counselor was done. Second, a structural analysis was done to identify important contextual factors that helped to shape the experiences. Third, a textural-structural analysis was done to explore the connection between structural factors and the actual experience of being a male elementary school counselor. The final level of analysis produced a composite textural-structural analysis in arriving at the "essence" of the gendered experiences of male elementary school counselors. Strengths, limitations and research implications were included. This study highlighted literature relevant to the study of a nontraditional career choice for men and literature on the "feminization of education." The study and its findings highlighted the importance of considering sex and gender in school counseling and professional school counselor-student relationships. Implications of sex and gender on social-emotional and educational outcomes for elementary school students are discussed.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Non-Academic Affiliation
Keyword
Subject
Rights Statement
Publisher
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Made available in DSpace on 2013-05-10T23:21:05Z (GMT). No. of bitstreams: 1 EdwardsCharlesC2013.pdf: 2697320 bytes, checksum: 8d19f5efd9c84dd64e18feaa8a1ee4a0 (MD5) Previous issue date: 2013-04-15
  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2013-05-10T23:21:05Z (GMT) No. of bitstreams: 1 EdwardsCharlesC2013.pdf: 2697320 bytes, checksum: 8d19f5efd9c84dd64e18feaa8a1ee4a0 (MD5)
  • description.provenance : Submitted by Charles Edwards (edwardch@onid.orst.edu) on 2013-05-10T22:14:24Z No. of bitstreams: 1 EdwardsCharlesC2013.pdf: 2697320 bytes, checksum: 8d19f5efd9c84dd64e18feaa8a1ee4a0 (MD5)
  • description.provenance : Approved for entry into archive by Julie Kurtz(julie.kurtz@oregonstate.edu) on 2013-05-10T22:40:21Z (GMT) No. of bitstreams: 1 EdwardsCharlesC2013.pdf: 2697320 bytes, checksum: 8d19f5efd9c84dd64e18feaa8a1ee4a0 (MD5)

Relationships

Parents:

This work has no parents.

Last modified

Downloadable Content

Download PDF

Items