Effects of Orientations to Happiness on Vocational Identity Achievement

There is an increased interest in vocational psychology and career counseling regarding the link between career development and well‐being, yet, little is known about how different ways to achieve well‐being or happiness relate to career development. This study explored the relationship between 3 orientations to happiness (meaning, pleasure, and engagement) and vocational identity achievement among 2 groups of Swiss adolescents (n = 268, 8th grade; n = 208, 11th grade). The results indicated that more orientation to meaning and engagement but not to pleasure positively related to vocational identity achievement.     

Racism‐Related Stress and Ethnic Identity as Determinants of African American College Students' Career Aspirations

Drawing primarily on the construct of psychological buffer, the purpose of this study was to explore the extent to which racism‐related stress and ethnic identity are determinants of career aspirations. A total of 163 African American college students from a predominately White Midwestern university participated in the study. A moderation regression analysis was conducted. Results indicate that ethnic identity interacted with racism‐related stress (p= .04) to predict career aspirations. In other words, as racism‐related stress increases in the context of low identity development, career aspirations decrease. Conversely, as perceived racism increases in the context of high identity development, career aspirations increase. Implications for professionals and future research in the field of career counseling are discussed.     

Evaluation of a Goal Orientation Model of Vocational Identity

The authors tested a model that considered goal orientation (mastery approach, performance approach, and performance avoidance) as an antecedent to vocational identity (career exploration and commitment) and included both career behaviors (career‐related strategies) and affect (career distress) as outcomes of vocational identity. The authors also assessed vocational identity as a mediator for consistency with models of career development. The study was survey based with 281 young adult participants (77% women, mean age = 26 years). Mastery and performance approach were associated with more career exploration, which, in turn, was associated with greater use of career‐related strategies. Performance avoidance was associated with more career commitment, which was then related to greater distress. The study demonstrated that goal orientation is a potentially important antecedent to vocational identity, which has implications for how practitioners work with young adults with different goal orientations.     

Multicultural and International Research in Four Career Development Journals: An 11‐Year Content Analysis

In an increasingly diverse and global society, it is important to evaluate the cultural responsiveness of vocational research. The authors examined trends in the publication of multicultural‐focused articles from 2005 to 2015 in 4 journals: The Career Development Quarterly, the Journal of Career Assessment, the Journal of Career Development, and the Journal of Vocational Behavior. Methodological, thematic, and construct trends were examined across the identity categories of gender, socioeconomic status, sexual orientation, gender identity, ability status, religion/spirituality, age, immigration status, and international research. Results showed increases in social class and international research but continued neglect of sexual orientation, gender identity, and ability status. The themes of career exploration and promoting agency received the most attention; equity in work settings received the least. Findings suggest that more research with underrepresented groups is needed and that counselors may need to rely on resources outside the current literature to ensure best practices with these clients.     

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.     

PAYOFF LEVELS,LOSS AVOIDANCE,AND EQUILIBRIUM SELECTION IN GAMES WITH MULTIPLE EQUILIBRIA: AN EXPERIMENTAL STUDY

Game theorists typically assume that changing a game's payoff levels—by adding the same constant to, or subtracting it from, all payoffs—should not affect behavior. Although this invariance is an implication of the theory when payoffs mirror expected utilities, it is an empirical question when “payoffs” are actually money amounts. Loss avoidance is a phenomenon where payoff‐level changes matter when they change the signs of payoffs: gains become losses or vice versa. We report the results of a human‐subjects experiment designed to test for two types of loss avoidance: certain‐loss avoidance (avoiding a strategy leading to a sure loss, in favor of an alternative that might lead to a gain) and possible‐loss avoidance (avoiding a strategy leading to a possible loss, in favor of an alternative that leads to a sure gain). Subjects in the experiment play three versions of Stag Hunt, which are identical up to the level of payoffs, under a variety of treatments. We find strong evidence of behavior consistent with certain‐loss avoidance in the experiment. We also find evidence of possible‐loss avoidance, although weaker than that for certain‐loss avoidance. Our results carry implications for theorists modeling real‐life situations with game theory and for experimenters attempting to test theory and interpret observed behavior in terms of theory. (JEL D81, C72, C73)     

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.     

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.     

NEW MEASURES OF THE COSTS OF UNEMPLOYMENT: EVIDENCE FROM THE SUBJECTIVE WELL‐BEING OF 3.3 MILLION AMERICANS

Using two large U.S. surveys, we estimate the effects of unemployment on the subjective well‐being (SWB) of the unemployed and the rest of the population. For the unemployed, the nonpecuniary costs of unemployment are several times as large as those resulting from lower incomes, while the indirect effect at the population level is 15 times as large. For those who are still employed, a one percentage point increase in local unemployment has an impact on well‐being roughly equivalent to a 4% decline in household income. We also find evidence indicating that job security is an important channel for the indirect effects of unemployment. (JEL E24, H23, J64, J68)     

Contextual Factors Related to African American Adolescent Career Development

African American adolescents’ career development has gained increased attention in light of various barriers affecting their educational and career development goals. The author examined relationships among career decision self‐efficacy, ethnic identity, and academic self‐concept of 104 African American high school students enrolled in Upward Bound programs. Participants responded to measures of career decision self‐efficacy, ethnic identity, and academic self‐concept. Results indicated that career decision self‐efficacy was significantly and positively correlated with ethnic identity and academic self‐concept. In addition, academic self‐concept was found to be a stronger predictor of career decision self‐efficacy than was ethnic identity. The results of this study may assist counselors, teachers, administrators, and parents to understand career decision self‐efficacy as it relates to ethnic identity, academic self‐concept, and demographic variables. This research supports the need for continued career‐related interventions within the schools designed to focus on factors related to ethnic minorities to help foster their career development.     

The Self‐Directed Search as a Stand‐Alone Intervention With College Students

The Self‐Directed Search (SDS; Holland, 1994 ) is sometimes administered to large student groups outside of counseling to address common career development needs. This study evaluated the effectiveness of the SDS as a stand‐alone intervention by comparing a general sample of college students who completed the SDS (n = 39) with a no‐treatment control group (n = 41) on several outcomes. Completion of the SDS related to an increase in the number of career alternatives being considered 4 weeks later but did not relate to career exploration, career decision‐making self‐efficacy, career indecision, and seeking of career counseling services. If the SDS is used outside of counseling with broad student samples, the authors suggest providing additional intervention to ensure that it promotes exploration of any additional careers being considered.     

English as a medium of instruction and the discursive construction of elite identity

Debates over medium of instruction, as ideological skirmishes, showcase discursive identity construction, reproduction, and contestation by different social groups. Drawing on such debates in letters to the editor and internet‐based newsgroup posts written by Bangladeshi English‐medium (EM) and Bangla‐medium (BM) educated writers, this article examines the construction of elite identity by the EM educated group. It illustrates how this group drew on changing discourses of elitism, language ideologies, and other identity resources to construct self‐identity that emphasized the achievement of qualifications and attributes rather than unearned social privilege, and how the territorially bound elite identity was transformed into deterritorialized cosmopolitan identity in the process. The article contributes to our understanding of the relationship between language, identity, and society by illustrating struggles for identity and status maintenance in education that is increasingly being dominated by English and English as a medium of instruction under the influence of neoliberal globalization. It also suggests how English and national languages may relate to (post)colonialism, nationalism, national identity, and social class in a globalized world.     

Resilience and Decision‐Making Strategies as Predictors of Career Decision Difficulties

The purpose of this study was to examine resilience and decision‐making strategies as predictors of difficulties experienced during the career decision‐making process. College students (N = 364) responded to measures of resilience, career decision‐making strategies, and career decision difficulties. Results indicated that resilience and decision‐making strategies accounted for 46% of the variance in career decision difficulties. Resilience had a greater influence on problems encountered during decision making than on problems encountered at the outset of the process. Different decision‐making strategies appeared to be related to difficulties encountered at different stages of the decision‐making process. For example, aspiration for an ideal occupation was positively associated only with lack of readiness. Procrastination was the only strategy related to all three decision difficulties: lack of readiness, lack of information, and inconsistent information. The results indicated the importance of decreasing procrastination at all stages of decision making and the need to promote resilience to deal with decision difficulties.     

Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach

Using latent profile analyses and based on two‐wave data from 5,388 Chinese adolescents (M_age = 15.79, SD = 0.66; 51.99% females), this study examined the variety of ways in which adolescents’ perceived career‐related parental processes (i.e., parental expectations, support, interference, barriers to engagement, and parent–child congruence) may be configured within families and how such configurations may be associated with adolescents’ career adaptability and ambivalence one year later. Three meaningful profiles were identified: the “Supportive but not Intrusive” (SNI) profile, the “Unsupportive but not Permissive” (UNP) profile, and the “Ambivalent and Controlling” (AC) profile. Adolescents in the UNP profile reported higher levels of career ambivalence and lower levels of career adaptability than did those in either the SNI or the AC profiles. Implications for career development among Chinese adolescents were discussed.     

Self‐Focused Attention and Career Anxiety: The Mediating Role of Career Adaptability

The purpose of this study was to examine how 2 forms of self‐focused attention, self‐reflection and self‐rumination, influence career anxiety. The authors hypothesized that the association between these 2 types of self‐focused attention and career anxiety would be mediated by career adaptability on the basis of a career construction model of adaptation. The participants were 326 undergraduate students in South Korea. The results of this study supported the hypothesized mediation model by indicating significant indirect effects of self‐reflection and self‐rumination on career anxiety via career adaptability. The direct effect of self‐rumination on career anxiety was significant (B = .44, p < .01), but the direct effect of self‐reflection on career anxiety was not significant (B = –.05, p > .05). The authors discuss implications for counselors to help college students manage career anxiety by encouraging and supporting increased career adaptability. Future research to examine the cross‐cultural validity of the current findings is needed.     

Occupational Engagement and Academic Major Satisfaction: Vocational Identity's Mediating Role

This study examined vocational identity as a mediator of the relationship between occupational engagement (i.e., participation in a breadth of activities and interactions) and academic major satisfaction. Furthermore, the authors evaluated whether satisfaction with academic major related to academic success (i.e., grade point average). The mediational model was tested in a sample of undergraduate students (N = 215). Results indicated that occupational engagement significantly predicted academic major satisfaction and that vocational identity fully mediated that relationship. These findings support occupational engagement as an important contributor to adaptive career decision making and encourage research on occupational engagement as an intervention point for career counselors.     

‘It's a macho thing,innit?’ Exploring the effects of masculinity on career choice and development

Through the analysis of qualitative data of the life stories of ten male returners to further education this article aims to support and develop some of the ideas presented in Gender, Work & Organization by both Simpson in 2005 and Lupton in 2006 on men in non‐traditional occupations. I employ the notion of multiple masculinities to understand my cohort's careers and demonstrate that over time early socialization can be overcome so that some men can make non‐stereotypical career decisions later in life. In offering an explanation as to why this might be the case, I argue that in late modernity some men can actively choose non‐traditional occupations, albeit within a gendered and classed labour market. I also offer insights into male identity in late modernity.     

Sexual Experimentation in Heterosexual,Bisexual, Lesbian/Gay,and Questioning Adolescents From Ages 11 to 15

To examine adolescent sexuality development, we analyzed data from a British cohort study (N = 5,070), which assessed the same 12–14 sexual activities at ages 11, 12, 13, and 15, and sexual orientation identity at age 15. The sexual activities ranged from low (e.g., cuddling), moderate (e.g., kissing), to high (e.g., sexual intercourse) intensity. We found that most adolescents having sexual activities of low‐to‐moderate intensity with same‐sex individuals also had them with other‐sex individuals, and adolescents having other‐sex contacts of low intensity often reported them nonexclusively. Furthermore, other‐sex and same‐sex sexual activities did not reliably distinguish between sexual orientation identities. Sex differences in these phenomena were absent or small. These findings suggest that many adolescents have low‐intensity nonexclusive sexual behaviors.     

COMMUNICATION AND COORDINATION IN A TWO‐STAGE GAME

We study the impact of communication on behavior in a two‐stage coordination game with asymmetric payoffs. We test experimentally whether individuals can avoid a head‐to‐head confrontation by means of coordinated strategies. In particular we analyze whether and how quickly a conflict‐avoidance take turn strategy can emerge. First, our results show that players learn to solve the conflict by choosing opposite options at both stages of the game. Second, many adopt a take turn strategy to sustain coordination over time and alleviate the inequality induced by the asymmetry of payoffs. Third, communication increases the likelihood of conflict resolution regardless of whether communication is unilateral or bilateral. (JEL C91, D74, L15, H71)     

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.