Domene, JoséWarner, Lindsay2022-08-122022-08-122022-08-10Warner, L. S. (2022). Career-Relationship Intersections for Emerging Adult Women in STEM: An Action Project Method Exploration (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/114956Women are underrepresented in science, technology, engineering, and mathematics (STEM) careers, both in Canada and worldwide. Building on existing literature suggesting potential intersections between career development and romantic relationships, this study addressed the research question “How do emerging adult women in STEM education programs jointly pursue their career plans with their romantic partners?” The Action-Project Method (A-PM) was used to conduct interviews with six emerging adult couples from Western Canada, where there was a woman pursuing STEM-related university education. A consensus-based qualitative analysis strategy was applied both within and across cases, revealing that these couples were focused on projects (i.e., shared goals occurring over time) addressing: (a) the intersection of STEM career goals and other life goals commonly encountered during emerging adulthood and (b) career decision-making for the woman in STEM. Couples’ STEM-related conversations were characterized by high levels of self-disclosure, comfort with sharing their perspectives with each other and, for several couples, warm and collaborative conversational tones. Furthermore, partners provided a variety of supports for the women to persist in their STEM career paths. Additional emergent themes included: (a) experiencing various challenges with pursuing STEM career paths; (b) family of origin expectations in pursuing STEM; (c) the assumption that both members of the couple would be working in the long term; (d) attempting to achieve work-life balance; and (e) discussion of the purpose of work in a person’s life. These findings yielded several implications for counselling psychology practice.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.STEMcareer developmentromantic relationshipemerging adultscience, technology, engineering, mathematicsEducational PsychologyEducation--Guidance and Counselingmaster thesis