Contributions of Family Factors to Career Readiness: A Cross‐Cultural Comparison

The authors examined the contributions of perceived family intrusiveness to career decision‐making difficulties (CDMD) and the mediating effect of family orientation as a personality trait in different cultural settings. In Study 1, a web‐based survey of 1,563 Hong Kong college students showed that perceived family intrusiveness significantly contributed to CDMD. This relationship was mediated by the relational personality trait emphasizing family orientation. Study 2 compared this pattern of relationship between a Hong Kong sample of 392 college students and a U.S. sample of 367 college students. The mediation model was only supported in the Hong Kong sample. Specifically, although the contributions of family intrusiveness to CDMD were demonstrated across the 2 cultural settings, the significant influences of family orientation were only supported in the Hong Kong sample. Implications for career development and counseling with college students from different cultural backgrounds are discussed.     

Career Adaptability,Self‐Esteem,and Social Support Among Hong Kong University Students

Career adaptability manifests itself through 4 self‐regulated internal resources for coping with occupational challenges and transitions: concern, control, curiosity, and confidence. Few studies have examined career adaptability specifically in the Hong Kong context. The Career Adapt‐Abilities Scale–China Form (CAAS‐China; Hou, Leung, Li, Li, & Xu, 2012 ) was administered, along with measures of self‐esteem and social support, to 522 Hong Kong Chinese undergraduate students. Results indicated that the CAAS‐China is a reliable and valid instrument for use with these students. Data also showed that self‐esteem was strongly associated with career adaptability, and this relationship was partially mediated by perceived social support. Implications for careers counseling in universities and colleges are discussed.     

The Past,Present, and Future of Career Counseling in Taiwan

The development of career counseling in Taiwan during the last 40 years suggests priorities for future development. Although many of the basic constructs of career counseling are used in Taiwan, cultural differences are also apparent. At the earliest stage of career development in Taiwan (1960–1980), career guidance was managed through vocational centers and government agencies. The focus was almost exclusively on school‐aged youth seeking employment. At the middle stage (1980–1990), the terms for career counseling were being translated into Chinese, and trained Career Counselors were returning from study abroad. The emphasis was primarily on educational systems. At the present stage (1990‐present), career counseling was provided to adults outside the school setting and corporations were organizing their own career counseling services. The future presents many conflicts between Western and Asian values, traditional or modern demands, and self or family interests. Technological advances in testing and information sciences provide opportunities and problems for career counselors.     

A Preliminary Study on the Effectiveness of the Chinese Career Key Online

The Chinese Career Key (CCK) Online was studied for its effectiveness and user satisfaction. Study participants were 92 students at a public high school in Hong Kong. The research findings provide preliminary evidence of reliability, validity, and user satisfaction for the CCK Online. Limitations and implications for future studies and counseling practice across cultures are discussed.     

Self‐Efficacy,Perceptions of Barriers,Vocational Identity,and the Career Exploration Behavior of Latino/a High School Students

This study explored the potential relationship between the social cognitive variables of career decision‐making self‐efficacy and perceptions of barriers and the outcome variables of vocational identity and career exploration behaviors in a sample of 128 urban Latino/a high school students. The results indicated that higher levels of career decision‐making self‐efficacy were related to both a more differentiated vocational identity and a greater engagement with career exploration tasks. Perception of fewer barriers was also found to be related to a more integrated vocational identity. Implications for career counseling and future research are discussed.     

Back to Hong Kong: return migration or transnational sojourn?

Abstract In this article we reconsider the meaning of return migration in a period of growing transnational practices. In its conventional use, return migration conveys the same sense of closure and completion as the immigration‐assimilation narrative. But in a transnational era, movement is better described as continuous rather than completed. Focus groups held in Hong Kong with middle‐class returnees from Canada reveal that migration is undertaken strategically at different stages of the life cycle. The return trip to Hong Kong typically occurs for economic reasons at the stage of early or mid career. A second move to Canada may occur later with teenage children for educational purposes, and migration at retirement is even more likely when the quality of life in Canada becomes a renewed priority. Strategic switching between an economic pole in Hong Kong and a quality‐of‐life pole in Canada identifies each of them to be separate stations within an extended but unified social field.     

Model Hong Kong malls and their development in mainland China: consumer iconicity and the trans/national capitalist class

Relational geographies of capital and consumption between Hong Kong and mainland China have been forming through tourism engagement in Hong Kong and the development of model Hong Kong malls in China. This analysis of urban restructuring for the consumer economy identifies how landmark Hong Kong malls are reproduced in major cities of China by networks of Hong Kong property firms and mainland elites. Adapting Leslie Sklair's formulation of architectural iconicity in the culture‐ideology of consumerism, this economic relationship, which restructures urban space, constructs iconic built forms and develops Chinese consumerism, marks hegemonic opportunities of a national capitalist class, suggesting how Chinese state capitalism and its Hong Kong networks limit and incrementally engage transnational capital while instantiating Hong Kong‐style consumer iconicity. New malls in mixed‐use developments in China often occupy sites of historical markets and thus affirm Sklair's prediction that iconic architecture increasingly proclaims consumer space while claiming historic forms of public space.     

Self-Esteem,Vocational Identity,and Career Salience in High School Students

This study used Super's (1980) life span career development theory to investigate the relations between self-esteem level, vocational identity, and career salience in high school students. Two hundred fifty-one students were randomly selected from junior classes in urban, suburban, rural, and vocational schools. Results indicated that high self-esteem students scored significantly higher than low self-esteem students on vocational identity and career salience (participation, commitment, and values expectations) in school and home or family roles, but they did not differ on work, community, or leisure roles. Implications for life span career counseling are discussed.     

Integrating Perspectives in Career Development Theory and Practice

The author explores the possibility of theory integration in career development and counseling, focusing primarily on bridging the gap between objectivist/positivistic and constructivist approaches. The potentiality of combining concepts from varied theories into a preliminary framework is discussed. This framework proposes 3 possibilities: career as self‐realization, growing experiences, and context conceptualization. Because its focus is career development practice, this framework triggers some heuristic thoughts that might be seen by career counselors as applicable to their counseling interventions.     

Triarchic Model of Grit Dimensions as Predictors of Career Outcomes

Recent studies have emphasized the importance of applying positive psychological theories in the context of career development (Hull et al., 2020; Vela et al., 2015, 2019). However, limited research has been carried out on how specific positive personality traits might contribute to optimal career functioning. We addressed this gap by exploring the link of a triarchic model of grit dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) to career maturity, career decision-making self-efficacy, and career goal setting among Hong Kong Chinese secondary school students. Perseverance of effort positively predicted career goal setting and career decision-making self-efficacy. Consistency positively predicted career goal setting and career maturity. Adaptability to situations positively predicted career maturity, career decision-making self-efficacy, and career goal setting. Results point to the importance of designing school-based grit interventions to facilitate optimal career-related functioning.     

Professional School Counselors' Career Development Practices and Continuing Education Needs

This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal–social and academic development. In addition, new professionals placed more priority on career counseling compared with their more experienced counterparts. Continuing education opportunities, future research directions, and implications for school counselors are presented.     

‘Roundabout routes and sanctuary schools’: the role of situated educational practices and habitus in the creation of transnational professionals

In this article, I examine the role of ‘education’ in the formation of transnational professionals in contemporary Hong Kong. A significant body of work has been devoted to considering the ways in which knowledge within particular global financial centres is embodied through the practices of a transnational capitalist class (TNCC). Yet, very few researchers have discussed how this TNCC is actually created. In this article, I highlight the importance of one faction of the TNCC ‐‘overseas‐educated locals’‐ and describe the sense of common identity and mutual recognition that binds them. Drawing on fieldwork conducted in Hong Kong and Vancouver between 2000 and 2003, I demonstrate the salience of embedded and spatialized practices of education in the creation of the TNCC. In particular, I look at the role of inculcation within a school/university and home environment, as well as the significance of a distinctive habitus, and conclude that these situated processes are indeed crucial to the development of an exclusive class of transnational professionals.     

The Effect of Career Ambition and Satisfaction on Attitudes Towards Equal Opportunities and Family‐friendly Policies For Women

This study aims to uncover some of the reasons for differences in attitudes towards family‐friendly and equal opportunities (EO) policies for women between senior and junior staff and between male and female staff. This in‐depth case study of a multi‐national corporation in Hong Kong that included a survey questionnaire, interviews and participant observation suggests four categories of female employees according to their approach to EO: advocators, supporters, outsiders and rejecters. The approach adopted was dependent on the woman's level of empathy towards the situation of working women and the extent of her career ambition. Four categories of male employees can also be classified depending on their level of empathy towards women's situation (similar to women's case) and their extent of career satisfaction (in contrast to women's career ambition), namely, antagonists, outsiders, fence‐sitters and sympathizers. Women at higher levels were less supportive of EO than women at lower levels. No such clear relationship between organizational level and attitudes towards EO was observed among men. In Hong Kong, female managers had little expectation that their organization would be family‐friendly and women workers who consciously chose to balance work and family accepted that it meant fewer promotional chances. No such self‐adjusted depressed ambition was observed among men.     

Do Lets Work?

This study aims to uncover some of the reasons for differences in attitudes towards family‐friendly and equal opportunities (EO) policies for women between senior and junior staff and between male and female staff. This in‐depth case study of a multi‐national corporation in Hong Kong that included a survey questionnaire, interviews and participant observation suggests four categories of female employees according to their approach to EO: advocators, supporters, outsiders and rejecters. The approach adopted was dependent on the woman's level of empathy towards the situation of working women and the extent of her career ambition. Four categories of male employees can also be classified depending on their level of empathy towards women's situation (similar to women's case) and their extent of career satisfaction (in contrast to women's career ambition), namely, antagonists, outsiders, fence‐sitters and sympathizers. Women at higher levels were less supportive of EO than women at lower levels. No such clear relationship between organizational level and attitudes towards EO was observed among men. In Hong Kong, female managers had little expectation that their organization would be family‐friendly and women workers who consciously chose to balance work and family accepted that it meant fewer promotional chances. No such self‐adjusted depressed ambition was observed among men.     

Young Women's Work Values and Role Salience in Grade 11: Are There Changes Three Years Later?

Eleventh graders participated in a longitudinal study of career decision making in which they completed a series of career‐related inventories and follow‐up interviews. There was little change in work‐related values between the 2 administrations of the Values Scale (G.W. Fitzsimmons, D. Macnab, & C. Casserly, 1985); however, greater variation occurred on the Salience Inventory (G. W. Fitzsimmons et al., 1985), particularly Role Value Implementation. Role salience seems less stable than values, perhaps reflecting the transition from high school to postsecondary education or the world of work. Implications for D. E. Super's (1981, 1990, 1994, 1995) theory of career development and applications to career counseling are outlined.     

Hidden Resources and Barriers in Career Learning Assessment With Adolescents Vulnerable to Discrimination

The authors maintain that the social learning theory of career development and counseling has not been applied to diverse populations. To address this gap in the literature, the authors conducted a qualitative analysis of interviews with 21 middle school students in a low‐income, culturally diverse, inner‐city public school. Four themes emerged, reflecting the influence of discrimination on participants' career learning: contextual barriers and resources for learning, and psychological barriers and resources for learning. The authors provide a conceptual framework for assessing resources and barriers and a rationale for why these aspects often remain hidden or unexamined in career assessment with clients who are vulnerable to discrimination.     

Towards Culturally Sensitive EAP Counseling for Chinese in Hong Kong

Abstract

With the economic recession in Hong Kong, employee assistance programs (EAP) have become increasingly imperative. This paper reviews the existing methods of operation of EAP counseling in Hong Kong. Two models of operation-internal and external-are identified. While each model has its strengths and weaknesses, neither has taken into account the importance of cultural context. Most EAP counseling services in Hong Kong reflect an unrefined attempt to adapt Western theories to the Chinese cultural context of Hong Kong. The result is often a mismatch between the theoretical framework and the cultural realities. This paper suggests a non-normative, culturally sensitive model that concentrates on the strengths of the employees and the organization. The model is based on a solution-focused framework that integrates cultural, organizational factors and intervention approaches.     

Coming Full Circle: Reoccurring Career Development Trends in Schools

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.     

Evaluating DISCOVER's Effectiveness in Enhancing College Students' Social Cognitive Career Development

College students (20 women, 14 men) seeking career counseling services at a university career center participated in this exploratory investigation. A 2 (DISCOVER treatment) × 2 (counseling treatment) research design was used to evaluate the individual and combined effects of DISCOVER (ACT, 1998) and counseling on participants' career decision‐making self‐efficacy and career decision‐making attributional style. Findings revealed a significant effect of the use of DISCOVER on participants' career decision‐making self‐efficacy and their sense of control over the career decision‐making process. Results are discussed regarding the implications for career counseling and ideas for further research in this domain.     

A Brief History of Career Counseling in the United States

The author presents the 6 stages in the development of career counseling in the United States. In the 1st stage (1890–1919), placement services were offered for an increasingly urban and industrial society. In the 2nd stage (1920–1939), educational guidance through the elementary and secondary schools became the focal point. The 3rd stage (1940–1959) saw the focus shift to colleges and universities and the training of counselors. The 4th stage (1960–1979) was the boom for counseling and the idea of work having meaning in a person's life came to the forefront; organizational career development began during this period. The 5th stage (1980–1989) saw the beginning of the transition from the industrial age to the information age and the growth of both the independent practice of career counseling and outplacement counseling. The 6th stage (1990—present), with its emphasis on technology and changing demographics, has seen an increased sophistication in the uses of technology, the internationalization of career counseling, the beginnings of multicultural career counseling, and the focus on the school‐to‐job transition.