Retheorizing sexual harassment in medical education: Women students' perceptions at five US medical schools
antecedents; consequences; Education & Educational Research; gender; Health Care Sciences & Services; integrated model; organizations; performance; personality; socialization; specialty choice; work
Background: The literature consistently reports that sexual harassment occurs with regularity in medical education, mostly in clinical settings, and most of it goes unreported. Reasons for nonreporting include the fear of retaliation, a reluctance to be viewed as a victim, a fear that one is being "too sensitive," and the belief that nothing will be done. Purpose: We wanted to examine with greater concentration the stories women students tell about sexual harassment, including what they count as sexual harassment, for more or different clues to their persistent nonreporting. Methods: We used focus groups to interview 30 women students at 5 U.S. medical schools. We used systematic inductive guidelines to analyze the transcribed data, linking to and building new theoretical frameworks to provide an interpretive understanding of the lived experiences of the women in our study. Results: Consistent with previous literature, most of the students interviewed had either witnessed or observed sexual harassment. We selected 2 theoretical lenses heretofore not used to explain responses to sexual harassment: 3rd-wave feminist theory to think about how current women students conceive sexual harassment and personality theory to explain beliefs about nonreporting. Conclusions: Medical educators need new ways to understand how contemporary women students define and respond to sexual harassment.
Wear D; Aultman J M; Borges N J
Teaching and Learning in Medicine
2007
2007
Journal Article
<a href="http://doi.org/10.1207/s15328015tlm1901_5" target="_blank" rel="noreferrer noopener">10.1207/s15328015tlm1901_5</a>
Specific and Diversive Career Exploration During Late Adolescence
antecedents; behavior; career; college-students; confidence; decision-making process; diversive; employability; exploration; high-school-students; indecision; perspective; planning; Psychology; self-efficacy; specific; validation; Vocational identity
The exploration literature suggests that career exploration may be separated into two distinct forms. Diversive career exploration involves learning broadly about the world of work and the self, whereas specific career exploration involves an in-depth investigation focused on aligning one's perceptions of self and career prospects. The goal of the current study was to validate the structure of career exploration over time as being composed of diversive and specific forms. The study was conducted on a diverse sample of 308 college and work-bound youth, 19-22 years old, who were assessed annually three times. Structural equation modeling was used to test a longitudinal measurement model and the structural relationships corresponding to the noted distinction between the forms of exploration. Associations between exploration and several additional indicators of career development were further assessed. The results support the theoretically derived distinction between diversive and specific career exploration and demonstrate that they are differentially linked to career indecision, confidence, and planning. Implications for research and practice are offered in light of the results.
Porfeli E J; Skorikov V B
Journal of Career Assessment
2010
2010-02
Journal Article
<a href="http://doi.org/10.1177/1069072709340528" target="_blank" rel="noreferrer noopener">10.1177/1069072709340528</a>
Family transmission of work affectivity and experiences to children
affectivity; antecedents; career; career development; children; context; emotional labor; emotions; family; motivation; negative affect; panas; parents; personality; Psychology; socialization; validation; vocation; vocational development; web; work experiences
Theory and research suggest that children develop orientations toward work appreciably influenced by their family members' own expressed work experiences and emotions. Cross-sectional data from 100 children (53 girls, 47 boys; mean age = 11.1 years) and structural equation modeling were used to assess measures of work affectivity and experiences and to test hypotheses suggesting that family work experiences and emotions influence the orientations children develop toward work and how they in turn influence children's work and school motivation. Results indicated that the family setting influences children's perceptions of and future orientation toward the world of work through adults' expression of positive work experiences, negative work affect, and negative work experiences. Furthermore, children's work and school motivations appear to be principally influenced by indicators of favorable work affect and experiences. Implications and suggestions for future research are offered that cast the family as an important core setting for children's vocational development. (C) 2008 Elsevier Inc. All rights reserved.
Porfeli E J; Wang C; Hartung P J
Journal of Vocational Behavior
2008
2008-10
Journal Article
<a href="http://doi.org/10.1016/j.jvb.2008.06.001" target="_blank" rel="noreferrer noopener">10.1016/j.jvb.2008.06.001</a>
Emotional aspects of childhood career development: importance and future agenda
adolescence; antecedents; Childhood career development; consequences; Education & Educational Research; emotion; exploration; identity; narratives; perspective; predictors; Psychology; Social-emotional development; socialization; work
Childhood is a central period for career and social-emotional development. However, the literature covering childhood career development and the role of emotions in careers is scarce. In this article, we advocate for the consideration of emotions in childhood career development. Emotional aspects of children's career exploration, key-figures and interests, as well as of childhood antecedents of lifelong career processes are presented. Relations between childhood emotion, behavior, functioning and learning are also presented. Conclusions center on a call for focused study of the role of emotion in childhood career development and how such an agenda will advance the literature.
Oliveira I M; Taveira M D; Porfeli E J
International Journal for Educational and Vocational Guidance
2015
2015-07
Journal Article
<a href="http://doi.org/10.1007/s10775-015-9303-9" target="_blank" rel="noreferrer noopener">10.1007/s10775-015-9303-9</a>