Perceived Interpersonal Influences and College-Major Nontraditionality as Predictors of Women's Leadership Aspirations

Autor/inn/en	Yeoward, Jennifer L.; Nauta, Margaret M.
Titel	Perceived Interpersonal Influences and College-Major Nontraditionality as Predictors of Women's Leadership Aspirations
Quelle	In: Journal of Career Development, 48 (2021) 6, S.787-800 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeoward, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845320902268
Schlagwörter	Interpersonal Relationship; Social Support Groups; Social Influences; Guidance; Role Models; Majors (Students); Predictor Variables; Females; Leadership; Aspiration; Undergraduate Students; Career Choice; Decision Making; Disproportionate Representation; Public Colleges + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Sozialer Einfluss; Beratung; Identifikationsfigur; Prädiktor; Weibliches Geschlecht; Führung; Führungsposition; Streben; Decision-making; Entscheidungsfindung
Abstract	In this study, we examined the degree to which two forms of perceived interpersonal influence relate to college women's plans to become leaders in their career fields. We also tested whether those associations vary as a function of the nontraditionality of the women's majors (as indexed by the percentage of male students in their majors). The responses of 673 female undergraduate students to an online survey revealed that perceived support/guidance for career decision-making and perceived inspiration from career role models both had unique and positive associations with leadership aspirations, but those associations did not differ based on major nontraditionality. We discuss implications for career interventions designed to facilitate college women's leadership aspirations and identify future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01