Recording and Interpreting Work‐Related Daydreams: Effects on Vocational Self‐Concept Crystallization

This mixed‐methods study examined the effects of recording and interpreting work‐related daydreams on vocational self‐concept crystallization and attitudes toward daydreams. Fifty‐one college students were assigned to 1 of 2 experimental groups—daydream journal group (n = 15) and daydream interpretation group (n = 18)—and a control group (n = 18). Data were analyzed using analyses of covariance. At posttest, both experimental groups showed higher levels of vocational self‐concept crystallization than the control group, and the daydream interpretation group perceived their daydreams as more relevant than the control group. Qualitative data were collected via written postintervention surveys and embedded as a supplement to the quantitative design. The qualitative data support the findings that participants in the experimental groups gained a greater awareness and clarity regarding their vocational self‐concepts and a greater belief in the relevancy of work‐related daydreams.     

Improving Prediction of Significant Career‐Related Constructs for High School Students With Learning Disabilities

Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career‐related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and t tests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.     

Embodying “tech”: Articulatory setting,phonetic variation,and social meaning

This article examines the co‐occurring realization of two sociophonetic variables within a style—the LOT vowel in English and word‐initial /l/—to explore the link between articulatory setting and stylistic practice. At an arts‐focused high school in the San Francisco Bay Area, the curricular and social practices of students in the technical theatre department centre around manual labour. Ethnographic analysis demonstrates that “tech” constitutes a locally enregistered persona, informed by tech students’ positioning as working‐class subjects through their bodily, sartorial, and technological practices. Tech students also produce higher and more rounded variants of LOT, and more velarized productions of /l/, than their non‐tech peers, and I suggest that articulatory setting is at play in the cohesive indexicality of these variants. I advocate for the continued exploration of co‐occurring sociolinguistic variables which treat the body as a broader stylistic context, and propose that studies of co‐occurring features focus on the ideological processes by which combinations of variables come to index thematic styles.     

Mindfulness and Decision‐Making Style: Predicting Career Thoughts and Vocational Identity

Mindfulness has been a focus of psychological research and practice in recent decades. Yet, there is limited research on the relationship between mindfulness and vocational decision‐making. This study’s purpose was to examine the role of mindfulness in a career context by investigating the relationships among mindfulness, decision‐making style, negative career thoughts, and vocational identity. The sample included 258 undergraduate students (204 women, 54 men) at a large southeastern U.S. university. Mindfulness was significantly (p < .01) associated with fewer negative career thoughts, external and thinking‐based decision‐making styles, and higher vocational identity. Multiple regression procedures found that mindfulness, coupled with decision‐making style, accounted for 31% of the variance in negative career thoughts and 22% of the variance in vocational identity. These findings suggest that more holistic career counseling interventions could incorporate mindfulness techniques to help reduce anxiety and negative thoughts while increasing self‐clarity and problem‐solving skills. Future research could include more diverse samples, additional constructs (e.g., choice volition, self‐efficacy), and a pretest–posttest design to examine the efficacy of mindfulness‐based career interventions.     

Public Ethnic Regard and Academic Adjustment Among Latino Adolescents

This study examined whether Latino adolescents' perceptions of personal support vis‐à‐vis those of ethnic regard by adults at school differentially relate to academic outcomes. Data were drawn from a sample of 156 Latino students (age M=16.17, SD=1.27; 61% girls, 39% boys) attending an urban high school. As expected, youth who perceived more positive public ethnic regard (i.e., by adults at school) were more engaged and higher achieving than their counterparts with more negative public regard. Importantly, after accounting for personal support from adults in school, public ethnic regard contributed uniquely to the variance explained by models predicting academic engagement and performance. These results suggest that public ethnic regard comprises a meaningful dimension of Latino adolescents' relationships with adults in school.     

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.     

基于教师科研工作的高职学生创新能力培养

在示范性院校建设以后,科研是提升高职院校办学水平的重要方面。针对目前高职教师科研工作的困境以及高职学生创新能力培养不足的问题,分析了高职学生参与教师科研工作的可行性,提出了基于教师科研工作的高职学生创新能力培养方式和对高职学生创新能力的评价方法。     

The Impact of Pubertal Timing on Adolescents’ Alcohol Use

The relation between pubertal timing and alcohol use was investigated in a nationally representative sample (N= 4,686) of junior high school students who were followed up 2 years later (N= 3,862). Information regarding pubertal timing and status, sex‐role identification, number of alcohol intoxications, substance use, sexual behavior, friends’ alcohol use, and involvement in other types of problem behaviors was obtained. The results showed that early timing of pubertal development correlated with number of alcohol intoxications and number of units consumed on each occasion, and, to a lesser degree, with the frequency of alcohol use. Moreover, correlations were stronger among males than among females. Substantial parts of the association between pubertal timing and alcohol intoxications were mediated through friends’ problem behavior. Pubertal timing predicted alcohol use at follow‐up, but the effect was mostly due to increased alcohol intoxications at initial testing.     

Patterns of Alcohol and Marijuana Use at School

The problem of adolescent substance use has been examined extensively. Beyond simple prevalence estimates, however, little research has been conducted on substance use in the school context. The present investigation was an in‐depth study of students' attitudes and behaviors regarding alcohol and marijuana use during the school day. Based on a representative sample of 1123 high school students, this study assessed the frequency of alcohol and marijuana use at school among demographic subgroups, the accessibility of drugs in school, and students' perceived consequences of being caught using drugs in school. The results showed that male and Hispanic students had higher levels of drug use at school than female and white students, respectively; that school drug use increased with age, and that alcohol and marijuana were easily obtained and used on school grounds. A large percentage of students were not aware of the specific actions taken in their schools to punish drug use. The need for additional research on school‐related drug use is emphasized.     

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.     

ON THE SEARCH FOR TALENT IN ACADEMIC LABOR MARKETS: EASILY OBSERVABLE LATER‐GRADUATE STUDY OUTCOMES AS PREDICTORS OF EARLY‐CAREER PUBLISHING,PLACEMENT, AND TENURE

Three easily observed later‐graduate study outcomes, working with a prominent advisor, publishing while in graduate school, and coauthoring with the advisor are demonstrated to be significant determinants of early‐career publishing success for a sample of nearly 3,000 Ph.D. recipients from more than 100 domestic programs between 1990 and 1993. Out‐of‐sample predictions for 681 Ph.D. recipients from the class of 1994 indicate that these easily observed later‐graduate study signals dramatically improve our ability to forecast which students become prolific and which students fail to publish more than one article. Analyzing initial domestic tenure‐track economics placements indicates that hiring departments placed far more emphasis on Ph.D. program pedigree, leading to an initial tenure rate of less than 50% but eventually nearly three‐fourths currently hold tenured positions in the United States. (JEL J24, J44)     

WILL GIRLS BE GIRLS? RISK TAKING AND COMPETITION IN AN ALL‐GIRLS' SCHOOL

We conduct an experiment that examines the relationship between girls only schooling and risk taking and competitive behavior. In it, we compare decisions made by students in an all‐girls' school to those made by students in a closely matched coeducational school. We further investigate the developmental nature of this behavior by comparing choices made by younger students (Grades 7 and 8) with those of older students (Grades 11 and 12). We focus on the differences between those who select into the all‐girls' school, and find that although girls educated in a single sex environment are the most risk averse, they are also among the most competitive. These results lend texture to the hypothesis that “nurture matters” in the gender differences debate. (JEL C93, J16, I21)     

Immigrants’ Children’s Transition to Secondary School in Italy

Choosing a secondary school represents an important step in the lives of students in Italy, in that it has a strong bearing on their ultimate educational achievement and labor force trajectory. In this article, we analyze the effect of generational status and length of residence on the transition to secondary school among immigrants living in Italy. Using data from the ITAGEN2 follow‐up, we analyze scholastic results from the middle school final exam and the choice of secondary school among the adolescents in Italy. Children of immigrants are more likely to have inferior outcomes on the middle school exam and to enroll in vocational and polytechnic schools. Our multivariate results indicate that, after controlling for the family’s human capital and other key background factors, immigrant students show greater propensity to choose a vocational path. Differences between immigrants and natives in secondary school tracks are also manifested when previous scholastic results are taken into account.     

Career Development and School Success in Adolescents: The Role of Career Interventions

Using longitudinal survey data, the present study examined the effect of participation on career development skills in 6 career education experiences and school success among South Korean adolescents (2,473 young men, 2,132 young women; mean age = 15.86 years). Regression analyses indicated that students who participated in career education programs in school once or twice over a 2‐year period had the highest scores in both career development skills and school success. In contrast, there was no relationship between career education, career development skills, and school success for students who participated in career education programs only once or not at all. Results support the influence of career education interventions on students' career development skills and school success. This study provides accountability information on the effectiveness of career education interventions at South Korean secondary schools. The authors offer suggestions about more effective career interventions that can be applied in South Korean high schools.     

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.     

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th‐grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non‐STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, 2000 ), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self‐efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.     

Youth gambling in Melbourne's west: Changes between 1996 and 1998 for Anglo‐European background and Asian background school‐based youth 26

Abstract

In this study of gambling frequency and problem gambling in school‐based young people from the western suburbs of Melbourne, 710 students from Years 10, 11 and 12 were surveyed in 1996, and 776 students from the same years and from the same schools were surveyed in 1998. The mean age of both cohorts was 16.3 years. The major aim of the study was to assess changes in youth gambling patterns over this two‐year period. A second aim was to compare gambling patterns among Asian youth in comparison with their Anglo‐European counterparts. Results indicated that gambling frequency (including use of poker machines) had significantly reduced over the two‐year period, as had problem gambling. Contrary to the stereotype, young Asian background students were less likely to gamble than Anglo‐European students, spent less money on gambling, but paradoxically, scored higher on the problem gambling scale. Possible reasons for this anomalous finding were discussed.     

Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

ABSTRACT

There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers’ multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.     

A longitudinal study of the effects of a university human sexuality course on sexual attitudes

This study tested the hypotheses that students taking a university human sexuality course will have different attitudes over a 2‐year period than students not taking such a course, and more accepting attitudes toward the sexual behaviors of others, over a 2‐year period, than toward their own sexual behavior. Sexual attitudes of 127 human sexuality class students and 114 control class students at the University of Northern Iowa were measured at the beginning of class (pretest), the end of class (posttest), and 2 years after the end of class (follow‐up). There were no pretest differences between the treatment and control groups in university classification, marital status, political affiliation, religious affiliation, sex, age, grade point average, or sexual attitudes. Both hypotheses were supported. Human sexuality students developed more accepting attitudes and became more accepting of behaviors for others compared to behaviors for self. Control group students developed less accepting attitudes and became less accepting of behaviors for others compared to behaviors for self. The sex of the students and the session they attended class were also found to influence sexual attitudes.