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.