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LGBT College Student Career Development: Goals and Recommendations for Faculty Members
Abstract
LGBT college students need mentorship regarding their career development from their faculty members. This paper provides an informed approach, grounded in Social Cognitive Career Theory and supported by empirical research, for faculty members to provide effective career guidance specifically tailored for LGBT students. Goals and recommendations for career advising with LGBT students are provided using an SCCT-informed approach, given the unique needs and experiences of LGBT students. Explanations of how SCCT offers a relevant understanding to faculty members, as well as instructions for how to appropriately advise LGBT students in their career development is provided. Conclusions and future directions are also discussed.
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