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Abstract
This study described women's career experiences in agricultural education using Social Cognitive Career Theory. The SCCT adequately explained the women's decision to become agricultural education teachers but lacked refinement for explaining women's experiences with career entry in nontraditional teaching roles, especially when encountering gender bias. More research is needed to understand women's career entry experiences in nontraditional careers as this phase is poorly understood and underreported.
Introduction
In spite of a century of women's activism for equality in the workplace, they remain the target of discrimination, ...