scholarly journals The work of a revolutionary: A psychobiography and careerography of Angela Y. Davis

2021 ◽  
Vol 17 (3) ◽  
pp. 198-209
Author(s):  
Jason D. Reynolds (Taewon Choi) ◽  
Bridget M. Anton ◽  
Chiroshri Bhattacharjee ◽  
Megan E. Ingraham
Keyword(s):  
Social Movement ◽  
Lived Experience ◽  
Collective Identity ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Growing Up ◽  
Federal Bureau Of Investigation ◽  
Political Activist ◽  
Identity Model ◽  
Social Cognitive Career

Dr. Angela Y. Davis is a political activist, academician, and writer who has navigated and discussed issues of race, class, gender, and USA social policies across her 75 years of life. Davis’s activism established her as the icon of a larger social movement and further related to her decision-making and legacy. Using psychobiographical methods, data were gathered through publicly available sources to explore Davis’s personal, professional, and representational life, as well as understand Davis’s lived experience through a socio-cultural-historical perspective. Two established theories, Social Cognitive Career Theory and Politicized Collective Identity model, were applied to Davis’s life. Findings suggested that in addition to her unique intersectional identities, a confluence of factors including growing up in a family of activists, incarceration, Federal Bureau of Investigation (FBI) surveillance, Communist Party involvement, marginalization within activist spaces, and practicing radical self-care impacted Davis committing to a life as an activist, academic, and the leader of a social movement.

scholarly journals Should I Stay, or Should I Go? Job satisfaction as a moderating factor between outcome expectations and entrepreneurial intention among academics

2021 ◽  
Author(s):  
Richard Blaese ◽  
Schneider Noemi ◽  
Liebig Brigitte
Keyword(s):  
Job Satisfaction ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Decisions ◽  
Outcome Expectations ◽  
Entrepreneurial Intention ◽  
Career Theory ◽  
Academic Researchers ◽  
Social Cognitive Career

AbstractBoth psychological and entrepreneurship research have highlighted the pivotal role of job satisfaction in the process of entrepreneurial career decisions. In support of this, mounting evidence point to inter-relationships between entrepreneurial intention, job satisfaction, and organizational commitment. Prior research operationalized entrepreneurial careers as an escape from poor work environments; thus, there is a lack of understanding regarding how job-satisfaction can trigger entrepreneurship within and related to the environment of universities. This study, draws on Social Cognitive Career Theory and the concept of entrepreneurial intention, to address whether the role of job satisfaction is a moderating factor between outcome expectations and entrepreneurial intention. Furthermore, we examine to what extent (I) entrepreneurial intention and (II) spin-off intention are determined by certain outcome expectations and perceived behavioral control. To address these questions this study examined academic researchers in specialized and non-technical fields and builds on a survey of 593 academic researchers at Swiss Universities of Applied Science. The results showed that outcome expectations are a significant predictor for entrepreneurial intentions, in general, and spin-off intentions, in particular. A multi-group analysis corroborated that job satisfaction operates as a motivational factor in entrepreneurial transition and interactions with entrepreneurial outcome expectations. In conclusion, the concept of job satisfaction and Social Cognitive Career Theory were powerful constructs to better the understand the process of entrepreneurial career decisions by academic researchers.

Exploring the Role of Work Volition Within Social Cognitive Career Theory

2013 ◽  
Vol 22 (3) ◽  
pp. 465-478 ◽  
Author(s):  
Ryan D. Duffy ◽  
Elizabeth M. Bott ◽  
Blake A. Allan ◽  
Kelsey L. Autin
Keyword(s):  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Theory ◽  
Work Volition ◽  
Social Cognitive Career

scholarly journals Expanding social cognitive career theory : academic satisfaction of female students of color in STEM

2021 ◽  
Author(s):  
◽  
Chan Jeong Park
Keyword(s):  
Ethnic Differences ◽  
Students Of Color ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Female Students ◽  
Career Theory ◽  
Academic Satisfaction ◽  
Three Samples ◽  
Social Cognitive Career ◽  
Racial Ethnic

Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). Although the gender gap has narrowed in several STEM fields in recent years, female students, especially those of color, continue to face challenges in thriving in their chosen fields. The present study examined factors that contribute to these students' academic satisfaction, based on the satisfaction model of Social Cognitive Career Theory. Perceived discrimination and proactive personality were selected as an environmental obstacle and a person input in the model, respectively, as they were postulated to be especially relevant to these students. In addition, critical consciousness was included as an additional socio-cognitive variable. Data from 585 female college students of color (Mage = 21.42, SDage = 3.25; nBlack = 174, nLatina = 171, nAsian = 240) were collected through Qualtrics. Multigroup measurement invariance tests and multigroup sing were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that the three samples were equivalent at the scalar level and the proposed model fit the data from the three samples well. Significant racial/ethnic differences in several latent means and structural paths were observed. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.

scholarly journals Students Attitudes Surrounding STEM: A Social Cognitive Career Theory Instrument for High School

2021 ◽  
Author(s):  
EmilyKate McDonough ◽  
Kayle S Sawyer ◽  
Jessica Wilks ◽  
Berri Jacque
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Awareness ◽  
Career Selection ◽  
Intervention Efficacy ◽  
Negative Perceptions ◽  
Social Cognitive Career

To meet the demand of the growing science and health sectors in the United States, there is a critical necessity to engage more people in science, technology, engineering, and math (STEM). To broaden participation in STEM, we must understand the factors that shape perspectives and beliefs around career selection. Good measurement of these factors is crucial to quantify how effectively educational interventions impact student attitudes towards STEM. Adolescents are particularly suited for quantifying intervention efficacy because students build their identities during these formative years and make important career choices. To better quantify intervention efficacy at the high school level, we developed an instrument entitled Student Attitudes Surrounding STEM (SASS), which builds upon the social cognitive career theory (SCCT) framework for understanding career selection. Questionnaire responses were collected from 932 high school students, and split into samples of 400 for exploratory factor analysis and 532 for confirmatory factor analysis. The questions clustered into six factors: self-efficacy experience, self-efficacy academic, outcome expectations, interests, negative perceptions of scientists, and career awareness. The SASS exhibited adequate construct validity as determined by fit indices and theoretical considerations. Furthermore, the instrument demonstrated criterion validity, internal consistency, and test-retest reliability. This tool represents a novel integration of three latent variables into SCCT, negative perceptions of scientists, career awareness, and an experience factor for self-efficacy.

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