In this article, we seek to advance the study of vocational gender dynamics by exploring a profession in the midst of a marked shift in gender composition – applied professional psychology. Although this field has historically been dominated by men, the ratio of men to women has drastically shifted (Levant 2011; Willyard 2011). It is within this vocational context that we examine the interplay between masculinity and applied psychological training; specifically, within the student-professional relationships formed by males in U.S. graduate psychology programs. Towards this larger goal, we present a review of existing literature. All studies included in this review are based on U.S. samples unless otherwise noted. We begin with a review of established masculine constructs, and highlight research that has examined these among men working or training within the field of mental health. Next, we present research on student-professional relationships, paying specific attention to studies on advising within applied psychology programs. With this literature review in tow, we discuss the potential advantages and disadvantages of the all-male advisory dyad; these considerations are inclusive to dual theoretical conceptualizations of masculine identity (i.e., deficit model, positivistic model). We also addresses issues that may be raised by multiple cultural identities within these relationships (e.g., race, sexual orientation) with the support of research related to intersectionality. Finally, implications for training, as well as suggestions for future research are offered. Among other conclusions, we assert that applied psychology advisors, and their graduate programs more broadly, attend to aspects of masculinity during training.
Sex Roles – Springer Journals
Published: Mar 13, 2015
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