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dc.contributorVirginia Techen
dc.contributor.authorCreamer, Elizabeth G.en
dc.contributor.authorLaughlin, Anneen
dc.date.accessioned2014-02-18T16:35:08Zen
dc.date.available2014-02-18T16:35:08Zen
dc.date.issued2005en
dc.identifier.citationCreamer, Elizabeth G.; Laughlin, Anne (2005). Self-Authorship and Women's Career Decision Making. Journal of College Student Development 46(1), 13-27. doi: 10.1353/csd.2005.0002en
dc.identifier.issn1543-3382en
dc.identifier.urihttp://hdl.handle.net/10919/25453en
dc.description.abstractCurrent career literature provides little insight into how women interpret career-relevant experiences, advice, or information, particularly when it is contradictory. This paper uses findings from interviews with 40 college women to provide empirical confirmation for the link between self-authorship and career decision making. Findings underscore the role of inter-connectivity in women's decision making, particularly involving parents, and distinguish ways that this can reflect self-authorship. Self-authorship provides the theoretical framework to understand how students respond to career advice and suggests that students may reject career advice when it requires the cognitive complexity to engage diverse viewpoints. Findings endorse educational activities that require students to juggle competing knowledge claims to make complex decisions.en
dc.description.sponsorshipNational Science Foundation 0120458en
dc.language.isoen_USen
dc.publisherJohns Hopkins Univ Pressen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectefficacy expectationsen
dc.subjectgender differencesen
dc.subjectcollege-studentsen
dc.subjectscience majorsen
dc.subjectchoiceen
dc.subjectoptionsen
dc.subjectperformanceen
dc.subjectattitudeen
dc.subjectschoolen
dc.subjectlifeen
dc.titleSelf-Authorship and Women's Career Decision Makingen
dc.typeArticleen
dc.identifier.urlhttp://muse.jhu.edu/journals/csd/summary/v046/46.1creamer.htmlen
dc.date.accessed2014-01-31en
dc.title.serialJournal of College Student Developmenten
dc.identifier.doihttps://doi.org/10.1353/csd.2005.0002en


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