Ruth E. Fassinger

Paradigms, Praxis, Problems, and Promise: Grounded Theory in Counseling Psychology Research.

In this article, the author presents an overview of the qualitative research approach termed grounded theory (B. G. Glaser, 1978, 1992; B. G. Glaser & A. L. Strauss, 1967; A. L. Strauss, 1987; A. L. Strauss & J. Corbin, 1990, 1998). The author first locates the method conceptually and paradigmatically (paradigms) and then outlines the procedures for implementing it and judging its quality (praxis). The author follows with a discussion of selected issues that arise in using the approach (problems) and concludes by noting the appropriateness of grounded theory for counseling psychology research (promise).

Revisioning Sexual Minority Identity Formation A New Model of Lesbian Identity and its Implications for Counseling and Research

This article describes a new, inclusive model of lesbian identity formation. A rationale for the model is presented, which includes a review of relevant literature in lesbian/gay identity, racial/ethnic identity, and gender issues related to identity development. Three case studies are presented to elucidate the applications of the model to counseling, and the article concludes with a discussion of the implications of the model for research.

The Hidden Minority: Issues and Challenges in Working with Lesbian Women and Gay Men

This article provides an overview of salient issues related to scientific and therapeutic work with lesbian women and gay men. It is presented in five sections which provide the reader with a review of terms and concepts; a sense of the social context (historically and currently) faced by gay people, a discussion of psychology s approach to gay/lesbian issues, an overview of gay identity development; and an outline of roles and responsibilities of counseling psychologists in working with these populations. Resources are indicated for those wishing further information and direction.

A causal model of the career orientation and career choice of adolescent women.

The present study expanded on Fassingers (1990) model of career choice in college women by testing 2 causal models of career choice and orientation with high school women. Structural equation modeling analyses suggested that the career orientation and career choice of adolescent women were predicted by ability, agentic characteristics, gender role attitudes, and relationship with mother.

Causal models of Career Choice in two samples of college women

Abstract This study represents an attempt to apply multivariate causal modeling techniques to the study of college womens career development. A model of career choice was tested in samples of female students from the University of California/Santa Barbara and the Ohio State University. In the model it was hypothesized that the independent variables Ability, Agentic Characteristics, Feminist Orientation, and Family Orientation affect the dependent variables Career Orientation, Mathematics Orientation, and Career Choice. Using the LISREL VI computer program, the initial model and three modified models were tested for fit in each college sample separately as well as a combined sample including all data. In the final model accepted as achieving the best fit to the combined sample data, the independent variables Ability and Agentic Characteristics were found to predict the dependent variable Career Choice; the independent variables Agentic Characteristics and Sex Role Attitudes were found to predict the dependent variable Career Orientation; the dependent variables Career Orientation and Career Choice were also found to reciprocally predict each other. Differences between the two college samples also were found and are described. Theoretical, empirical, and practical implications of the study are discussed, as well as methodological issues and limitations of the study. The promise of this line of inquiry into womens career development is noted.

Sexual Orientation Identity and Romantic Relationship Quality in Same-Sex Couples

Research suggests that the well-being of members of stigmatized groups is related to the ways that individuals understand, evaluate, and respond to their devalued collective identity. The present study extends this line of inquiry by investigating collective identity in the context of romantic relationship functioning, focusing on same-sex couples as a type of stigmatized relationship. In this cross-sectional study, the authors examined four identity-related variables (internalized homonegativity, stigma sensitivity, identity confusion, and identity superiority) in a sample of 274 female and 187 male same-sex couples. Results provided evidence of identity similarity between partners, particularly for internalized homonegativity and identity superiority. Each of the identity variables was associated with relationship quality, and actor effects of identity on quality were more common than partner effects. Perceived identity similarity mediated some of the links found between identity and quality and was positively associated with relationship quality regardless of actor identity.

Challenge and Success: A Qualitative Study of the Career Development of Highly Achieving Women With Physical and Sensory Disabilities.

This qualitative study examined the career development experiences of 17 highly achieving women with physical and sensory disabilities. Interviews were conducted and data were analyzed using modified grounded theory strategies (A. L. Strauss & J. Corbin, 1998). The emergent theoretical model was conceptualized as a system of influences organized around a core Dynamic Self, which included identity constructs (disability, gender, racial/ethnic/cultural), personality characteristics, and belief in self. Myriad contextual inputs included Developmental Opportunities (education, peer influences), Family Influences (background and current), Disability Impact (ableism, stress and coping, health issues), Social Support (disabled and nondisabled communities, role models and mentors), Career Attitudes and Behaviors (work attitudes, success strategies, leadership/pioneering), and Sociopolitical Context (social movements, advocacy). Implications for theory, research, practice, and policy are discussed.

DEVELOPMENT AND TESTING OF THE ATTITUDES TOWARD FEMINISM AND THE WOMEN'S MOVEMENT (FWM) SCALE

This article outlines the development and testing of the Attitudes Toward Feminism and the Womens Movement (FWM) Scale, a brief measure of affective attitudes toward the feminist movement. Thurstones (1959) method of equal-appearing intervals was used initially to create the final 10-item summated rating (Likert) scale. Establishment of internal consistency reliability and construct (convergent and discriminant) validity was determined on a sample of 117 female and male college students. Results suggested a highly internally consistent and valid attitudinal measure. Additional evidence for the validity of the FWM is discussed in terms of research in which it has been successfully used.

A Multicultural Test of the Theory of Work Adjustment: Investigating the Role of Heterosexism and Fit Perceptions in the Job Satisfaction of Lesbian, Gay, and Bisexual Employees.

Two expanded models (i.e., mediated and moderated) of the theory of work adjustment (TWA; R. V. Dawis, G. England, & L. H. Lofquist, 1964; R. V. Dawis & L. H. Lofquist, 1984) were tested for their capacity to explain the job satisfaction of a sample of lesbian, gay, and bisexual employees (N 397). Consistent with cultural critiques of the TWA, person–organization fit perceptions were tested as the mediator of the relationship between heterosexism and job satisfaction in one set of hypotheses, and experiences with informal heterosexism were tested as a moderator in the relationship between person– organization fit perceptions and job satisfaction in a separate set of hypotheses. The mediated model but not the moderated model was supported. Results were confirmed by a cross-validation sample.

Career Development, Lesbian Identity Development, and Campus Climate Among Lesbian College Students

In this study we examined the relationships among lesbian identity development, perceptions of campus climate, and vocational development of 192 undergraduate lesbian women. Results indicated the combination of lesbian identity development phases and campus climate accounted for significant variance in two measures of vocational development. Implications for practice and research are given.