Career trajectory in high school dropouts

This study considers the career trajectories of high school dropouts, which has been given little attention to in the literature. Considering worker heterogeneity for individuals who do not complete high school, we estimate possible career trajectories and investigate the traits related with the decision to drop out. Using latent class growth analysis, three kinds of career trajectories are identified: dead-end, stepping-stone, and advancing careers. Although the majority of dropouts are in the dead-end careers, about 30% are in the process of escaping low-status jobs through acquiring work experience. Individual traits, such as gender, race, and cognitive ability, as well as home computer access are significantly related to the different types of career trajectories.     

Jobs for the Girls? How Careers Education Can Help

High unemployment continuing into the 1980s challenges society and the schools. Careers education, a fairly new subject in Australia, is likely to become increasingly important, but in future methods and directions are still matters for debate. In the area of female employment—young females are least likely to find jobs—schools have made some significant contributions to developing ideas for career education and to assisting their students to cope with life after school. For girls and boys attitudinal change to sex roles is a central factor in future job finding and sharing.     

Why one goes to school: what school means to young people entering foster care

In this interpretative childhood study of 17 boys and girls aged 13–16 years placed in foster families, the experiences and attitudes towards school are explored. The importance of school as an arena for both learning and socialization is emphasized. Data were collected through interviews, network maps and text answers via mobile phone (‘beepers’). Their educational improvement was based on their understanding of scholastic achievement as meaningful for their future, stability in daily routines and the involvement and support of family, peers and teachers. Access to peers at school is important, and group activities facilitate this. Because of their background, foster youth can also be exposed to bullying from peers. Both learning and socialization at school affect their self‐esteem.     

“Strivers”, “doers”, and “seekers”: Social workers and their commitment to the job

Amid considerable interest in the experiences of early career professionals in social work in England and internationally, and the relationship between these and retention and progression, this article reports on the findings of one element of a larger evaluation. It reports the findings and analysis of interviews with 42 relative newcomers to social work, some 3 years following qualification, focusing on their current career orientations, and how these appear to affect their future intentions. We identified three distinct groups, designated as “strivers,” “doers,” and “seekers.” Each of these groups demonstrated a different kind and level of commitment to their social work role and identity: Strivers were oriented towards career progression and taking on senior roles; doers were committed practitioners who saw themselves as continuing in front line service delivery for the foreseeable future; and seekers, although still committed to social work in principle, tended to be more unsure about their future place in the profession. This typology appears to be reasonably robust on the basis of our investigation and has implications for career planning and supervision of social work professionals, especially at the early stages of their careers.     

'School was just a nightmare': childhood abuse and neglect and school experiences

Children who have experienced abuse display significant difficulties in dealing with all aspects of the school environment. This paper examines the experiences at school of a group of respondents who had been subject to abuse and neglect during their childhood and adolescence. A qualitative research approach, utilizing in-depth interviews, was used to explore their perspectives and insights in relation to their experiences. The findings of this study show how the various forms of abuse and neglect experienced in their families had consequences for them in the school setting. A further important finding was a lack of professional student welfare support for the interviewees at school. Implications for prevention and intervention approaches in relation to both policy and service delivery are outlined.     

Child-Report Data and Assessment of the Social Environment in Schools

OBJECTIVES: This study tested the quality of data collected with the online ESSP for Children from a diverse sample of 1,172 third through fifth graders. METHODS: Mplus confirmatory factor analysis (CFA) procedures for ordinal and clustered data were used. RESULTS: Of 80 original items, 61 loaded on 13 dimensions in a first-order model that had good fit in three random subsamples. Children in grades 3 through 5 may not be reliable reporters about neighborhood adults' caring. However, 12 statistically sound and independent dimensions related to school, peers, family, and well-being were obtained. CONCLUSIONS: The ESSP for Children provides school staff with quality data to use in conjunction with family and teacher ESSP data to guide intervention choices in schools.     

Relations Among Gender Typicality,Peer Relations,and Mental Health During Early Adolescence

The current study examines whether being high in gender typicality is associated with popularity, whether being low in gender typicality is associated with rejection/teasing, and whether teasing due to low gender typicality mediates the association with negative mental health. Middle school children (34 boys and 50 girls) described hypothetical popular and rejected/teased peers, and completed self‐report measures about their own gender typicality, experiences with gender‐based teasing, depressive symptoms, anxiety, self‐esteem, and body image. Participants also completed measures about their peers' gender typicality, popularity, and likeability. Results indicated that popular youth were described as more gender typical than rejected/teased youth. Further, being typical for one's gender significantly predicted being rated as popular by peers, and this relationship was moderated by gender. Finally, low gender typicality predicted more negative mental health outcomes for boys. These relationships were, at times, mediated by experiences with gender‐based teasing, suggesting that negative mental health outcomes may be a result of the social repercussions of being low in gender typicality rather than a direct result of low typicality.     

When Can We Expect the Unexpected? Predicting Educational Attainment When it Differs from Previous Expectations

Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school .     

Coping with peer victimization predicts peer outcomes across the transition to middle school

The present study examined strategies for coping with peer victimization as predictors of peer victimization experiences and broader peer relationship outcomes across the transition to middle school, and tested for possible gender differences in these associations. Participants included 123 early adolescents (M_age = 12.03 years at T1; 50% males; 58.5% European Americans, 35% African Americans, 6.5% of other races/ethnicities) who reported on strategies for coping with peer victimization at T1 (summer before the transition to middle school) as well as experiences of peer victimization and loneliness at T1 and T2 (spring of the first year of middle school). Teachers reported on peer victimization and peer competence at T1 and T2. Conflict resolution predicted higher teacher‐reported peer competence. In contrast, revenge‐seeking predicted higher self‐reported peer victimization (among girls but not boys) and loneliness, and support‐seeking predicted higher teacher‐reported peer victimization and lower teacher‐reported peer competence. In addition, cognitive distancing predicted lower teacher‐reported peer victimization and lower self‐reported loneliness among boys but not girls. Results are discussed with reference to the specific context of peer victimization and developmental period of early adolescence.     

Illicit juvenile weapon possession: The role of serious sanctioning in future behavior

Although existing literature has well-examined basic weapon carrying trends for juveniles, little is known about weapon carriers’ differential experiences with serious sanctions including suspension, expulsion, or juvenile adjudication. It is unknown what types of weapon carriers are more likely to be subject to these sanctions or the effect of these sanctions on future behavior. The present study addresses these gaps in the literature using data obtained from the National Longitudinal Study of Adolescent to Adult Health. Results indicate that seriously sanctioned weapon carriers are associated with a delinquent and risky lifestyle while other weapon carriers largely avoid these problem behaviors. Both groups, however, bring weapons to school equally often. Findings indicate that weapon carriers with gang membership are less likely to carry weapons to school or work in adulthood or own a handgun in adulthood if they avoid serious sanctioning. Policy implications of these findings are discussed.     

A Randomized Evaluation of Multidimensional Treatment Foster Care: Effects on School Attendance and Homework Completion in Juvenile Justice Girls

Despite growing evidence that child welfare youth are at increased risk for juvenile delinquency, little is known about gender-specific processes and effective treatment programs for girls. Multidimensional Treatment Foster Care (MTFC), an empirically validated intervention for child welfare and juvenile justice populations, has demonstrated efficacy in reducing arrest rates in delinquent boys and girls. In this study, the efficacy of MTFC on school attendance and homework completion was examined in juvenile justice girls who were referred to out-of-home care (N = 81). Results from this randomized intervention trial suggest that MTFC was more effective than group care in increasing girls' school attendance and homework completion while in treatment and at 12 months postbaseline. In addition, the previously reported effect of MTFC on reducing girls' days in locked settings was mediated by homework completion while girls were enrolled in the intervention setting. Implications for policy and practice are described.     

The school to work transition for young people in state care: perspectives from young people,carers and professionals

Workforce participation has many positive effects on quality of life. However, as young people in care have generally below‐average levels of educational participation and attainment, they may be ill‐equipped for the transition to further education and work. A mixed‐method study conducted in Australia about career development for young people in care investigated how this population develops ideas about future work: the social and cognitive variables that influence career decision‐making; practices for preparing young people in care for the transition to work or further education; and factors that support or impede the transition. Findings from the qualitative study are reported in this paper. Interview data were obtained from the multiple perspectives of young people in care, foster carers, caseworkers and school personnel. The overall picture was one of young people in care lacking the encouragement, resources and capacity to realistically plan for the job they want. Specific interventions are required to enhance career development and employment outcomes for this population.     

Factors Affecting Choice and Satisfaction: Social Work in Turkey

ABSTRACT

The study examines the relationship between professional choices and employment expectations of social worker trainees in the country of Turkey. Professional choices are examined according to gender and the relationship between employment expectations and satisfaction. This study examined responses with a comparative relational scanning model with a sample of 692 social service (social worker) trainees studying at four different universities in Turkey. Students were surveyed and answered 25 open- and closed-ended questions identifying aspects related to their career choice. Study findings reveal that gender, university entrance scores, and employability were high among the career selection factors. Additional factors identified included family-related factors, personality traits, and compatibility. Examination of the findings is discussed, and recommendations for further research are made.     

A duration analysis of congressional widows’ careers

The extensive congressional politics literature on House member retirement has yet to consider an important and unique subgroup of members – congressional widows. Using a semi-parametric Cox Model, this paper examines the duration of widows’ careers in the United States House of Representatives. Of particular concern are the relationships between years in office and age, education, region, prior political experience, committee positions, career ceilings, majority/minority status, and majority party size. We find that age, region, and majority party size are most relevant to understanding lengths of widows’ careers. In doing so, we contribute to the literature on political widows, gender in politics, as well as more general scholarship centered on congressional careers.     

Inferring beliefs as subjectively imprecise probabilities

We propose a method for estimating subjective beliefs, viewed as a subjective probability distribution. The key insight is to characterize beliefs as a parameter to be estimated from observed choices in a well-defined experimental task and to estimate that parameter as a random coefficient. The experimental task consists of a series of standard lottery choices in which the subject is assumed to use conventional risk attitudes to select one lottery or the other and then a series of betting choices in which the subject is presented with a range of bookies offering odds on the outcome of some event that the subject has a belief over. Knowledge of the risk attitudes of subjects conditions the inferences about subjective beliefs. Maximum simulated likelihood methods are used to estimate a structural model in which subjects employ subjective beliefs to make bets. We present evidence that some subjective probabilities are indeed best characterized as probability distributions with non-zero variance.     

Risk factors of NEET (Not in Employment,Education or Training) in South Korea: an empirical study using panel data

This study aims to analyse the risk factors for being in NEET (Not in Employment, Education or Training) in South Korea. More specifically, this study examines how individual and family characteristics at ages 16–17 affect the probability of being in NEET during 20–25 years old period using data from the Youth Panel Study. The analysis results reveal that the rate of NEET among poor youth is about four times higher than that of high-income group in 2014. And poverty, not having career plan and school dissatisfaction during high school period are related to the increased likelihood of being in NEET.     

Occupations and industries of employment of Māori university graduates: early career aspirations and destinations

ABSTRACT

Technological advancements, a changing demography, and labour market demands mean that it is increasingly important to have a skilled Māori labour workforce. Māori students are graduating from universities in increasing numbers but little is known about their careers post-graduation. Our aim was to describe the early career aspirations and destinations of Māori university graduates in the Graduate Longitudinal Study New Zealand. Data were collected when participants were in their final year of study (n?=?626) and 2 years post-graduation (n?=?455). The most common occupation types 2 years post-graduation were professionals (66%), clerical or administrative workers (10%), and managers (9%). The most common industries of employment were education and training (29%), health care and social assistance (22%), and legal and accounting services (8%). The percentage of graduates who, in their final year of study, planned to enter into industries that matched their actual industries at 2 years post-graduation was 67%. There were some differences across fields of study, with Health and Education graduates working in industries more closely aligned with their studies than Science or Humanities graduates. Future surveys will enable us to track graduates to see if these patterns change as graduates settle into their careers post-graduation.