The Gendered Experience of Professional Practice: A Phenomenological Study of the Lived Experiences of Male Elementary School Counselors

Autor/in	Edwards, Charles C.
Titel	The Gendered Experience of Professional Practice: A Phenomenological Study of the Lived Experiences of Male Elementary School Counselors
Quelle	(2013), (502 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oregon State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-9222-8
Schlagwörter	Hochschulschrift; Dissertation; School Counselors; Males; Elementary Schools; Phenomenology; Experience; Qualitative Research; Interviews; Gender Issues; Nontraditional Occupations; Counselor Client Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School counselor; Beratungslehrer; Pädagogischer Berater; Male; Männliches Geschlecht; Elementary school; Grundschule; Volksschule; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung; Qualitative Forschung; Interviewing; Interviewtechnik; Geschlechterfrage; Non-traditional occupations; Alternatives Berufsfeld
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01