Where Do They Go? Students’ Sources of Résumé Advice, and Implications for Critically Reimagining the Résumé Assignment

ABSTRACT

This article explores what sources students use for advice while writing their résumés, their reasons for choosing those sources, and their perceptions about the sources’ quality. Results from surveys, interviews, and focus groups with 86 undergraduates and 20 career counselors and instructors suggest issues with educators’ credibility and students’ access. To address these issues, the author suggests that educators approach the résumé as a research project, which empowers students and legitimizes educators’ expertise.

KEYWORDS:

• Critical imagination
• pedagogy
• qualitative research methods
• reflexivity
• résumé

Notes

^1. State regions are based on U.S. Census Bureau regional divisions.

Additional information

Notes on contributors

Chalice Randazzo

Chalice Randazzo is an assistant professor in Eastern Michigan University’s Written Communication program, where she teaches academic, professional, and technical writing. She holds a Ph.D. in technical communication and rhetoric from Texas Tech University.