“Oh, the Places You Can Go” Gen Z Psychology Students’ Perceived Career Options and Interests

Brian Collisson, Brian E. Eck

Background: Career options available to psychology graduates are often underestimated despite psychology being a marketable and versatile degree with hundreds of career options. Objective: This article identifies which career options students perceive as available to psychology graduates and assesses student interest in psychology-related careers. Method: In Study 1, 12 focus groups consisting of 59 psychology majors were asked to list the career options available to psychology graduates. In Study 2, 430 psychology students rated their interest in 273 psychology-related careers. Results: Study 1 revealed careers perceived as available to psychology graduates were most often in counseling (92%) and applied-settings (50%) with child-related (42%), business (25%), and research (25%) careers listed less often. Study 2 revealed psychology majors were most interested in counseling and child-related careers, with 18 of their top 20 careers of interest involving mental health or working with children. Conclusion: Students are often unaware of career options in psychology beyond counseling. Consequently, they tend to be most interested in careers related to counseling and children, particularly careers involving the mental healthcare of children. Teaching Implications: Findings may encourage psychology departments to communicate the broad range of psychology career options for the recruitment and advising of psychology majors.

Instructional Manuals of Boundary-Work: Psychology Textbooks, Student Subjectivities, and Disciplinary Historiographies

Ivan Flis

This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology—first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post-Kuhnian and post-Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations.