Encouraging academic careers: One of many desirable career options for doctoral school psychologists

Kevin D. Stark, Michelle M Perfect, Jane Simpson, Sarah Schnoebelen, Rand Glenn

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The training environment of a graduate program can impact students' decisions about pursuing an academic position. This article describes the training environment at The University of Texas at Austin. Results of a survey of current students and graduates who have pursued academic careers are presented. Outcomes of the survey suggest that students are attracted to academia because of the variety of job responsibilities. Students who choose applied practice do so because they want to work directly with children, adolescents, and families. Students who choose either career path do so because of the desirable aspects of that career rather than because they are trying to avoid the undesirable aspects of the other career. Implications for training doctoral students who are interested in academic positions are discussed.

Original languageEnglish (US)
Pages (from-to)382-397
Number of pages16
JournalSchool Psychology Quarterly
Volume19
Issue number4
DOIs
StatePublished - Dec 2004
Externally publishedYes

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academic career
school psychologist
career
Students
Psychology
student
graduate
adolescent
responsibility

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Encouraging academic careers : One of many desirable career options for doctoral school psychologists. / Stark, Kevin D.; Perfect, Michelle M; Simpson, Jane; Schnoebelen, Sarah; Glenn, Rand.

In: School Psychology Quarterly, Vol. 19, No. 4, 12.2004, p. 382-397.

Research output: Contribution to journalArticle

Stark, Kevin D. ; Perfect, Michelle M ; Simpson, Jane ; Schnoebelen, Sarah ; Glenn, Rand. / Encouraging academic careers : One of many desirable career options for doctoral school psychologists. In: School Psychology Quarterly. 2004 ; Vol. 19, No. 4. pp. 382-397.
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