Testing an Integrative Contextual Career Development Model With Adolescents From High‐Poverty Urban Areas

Variations in the economic recovery rate across the United States have led to even greater chasms that separate the employed, unemployed, and underemployed (DeSilver, 2017 ). Therefore, understanding and supporting the career development of future generations is critical—especially for those who live outside the context of social privilege. The authors examined the applicability of the integrative contextual model of career development (ICM; Lapan, 2004 ) to a sample of 220 adolescents (129 boys, 91 girls) from a high‐poverty urban area. Results indicated that a canonical variate comprising foundational ICM skills (e.g., career exploration, goal setting) predicted a variate composed of ICM outcomes (e.g., self‐efficacy, vocational identity), thus supporting the usefulness of the ICM framework for this population. The skill of setting viable career goals was an especially strong predictor of outcomes. Implications for career counseling with adolescents living in high‐poverty urban areas and directions for future research are discussed.     

Career‐Life Preparedness: Revisiting Career Planning and Adjustment in the New Workplace

Although the economic and social context of work appears to be changing for more and more people, the author argues that time‐honored and empirically supported theories of career development continue to be relevant and useful. However, these theories and the core assumptions that underlie them (e.g., the “matching metaphor”) may need to be augmented by models and methods that help students and workers to prepare to a greater degree for difficult developmental transitions, obstacles to preferred career paths, and negative career‐life events such as unplanned job loss. The author offers a view of “career‐life preparedness” that, while informed by social‐cognitive career theory, is largely compatible with other approaches to career development and is linked conceptually to other recent work on career adaptability, resilience, and coping.     

Cultural Context in Career Theory and Practice: Role Salience and Values

Career theory and practice have long emphasized person variables (e.g., abilities, needs, interests) and have only recently begun focusing on environmental variables in addressing cultural context issues. Contemporary emphasis on contextual variables reflects notable movement toward attaining cultural relevance in career theory and practice. Role salience and values, which are central to developmental perspectives on career and have been considered in other approaches, are key contextual variables that can be examined to make additional progress toward this goal. The author argues that examining the cultural dimensions of social roles and values can enrich theory and enhance practice regarding life‐career development.     

Racial/Ethnic Minority Community College Students' Critical Consciousness and Social Cognitive Career Outcomes

A need exists to better understand how racial/ethnic minority students' critical consciousness development in response to marginalization may be involved in their educational and career development. We therefore examined the link between critical consciousness development and career decision self-efficacy and career outcome expectations among racial/ethnic minority community college students. Following social cognitive career theory's conceptual pillars, we developed a testable model integrating critical consciousness and social cognitive variables. This model was tested with 135 racially and ethnically diverse community college students. Data analysis included path analyses and tests of model fit using structural equation modeling. Results suggested that (a) higher critical agency is linked to higher career decision self-efficacy and outcome expectations and (b) critical action and reflection have a bidirectional link and predict higher critical agency. Implications for research and practice aiming to close educational and career gaps among racial/ethnic minorities are discussed.     

Subjective well-being and exercise in the second half of life: a critical review of theoretical approaches

Research has shown repeatedly that the ??feeling better?? effect of exercise is far more moderate than generally claimed. Examinations of subgroups in secondary analyses also indicate that numerous further variables influence this relationship. One reason for inconsistencies in this research field is the lack of adequate theoretical analyses. Well-being output variables frequently possess no construct definition, and little attention is paid to moderating and mediating variables. This article integrates the main models in an overview and analyzes how secondary analyses define well-being and which areas of the construct they focus on. It then applies a moderator and/or mediator framework to examine which person and environmental variables can be found in the existing explanatory approaches in sport science and how they specify the influence of these moderating and mediating variables. Results show that the broad understanding of well-being in many secondary analyses makes findings difficult to interpret. Moreover, physiological explanatory approaches focus more on affective changes in well-being, whereas psychological approaches also include cognitive changes. The approaches focus mostly on either physical or psychological person variables and rarely combine the two, as in, for example, the dual-mode model. Whereas environmental variables specifying the treatment more closely (e.g., its intensity) are comparatively frequent, only the social support model formulates variables such as the framework in which exercise is presented. The majority of explanatory approaches use simple moderator and/or mediator models such as the basic mediated (e.g., distraction hypothesis) or multiple mediated (e.g., monoamine hypotheses) model. The discussion draws conclusions for future research.     

Role Conflict and Career Advancement Among African American Women in Nontraditional Professions

To investigate differences in the career experiences of Black women in traditional and nontraditional professions, a sample of Black professional women in traditional (e.g., social work, teaching, counseling) and nontraditional (e.g., law, medicine, engineering) professions were mailed a questionnaire asking about career experiences, family life, and other personal characteristics. Marriage was reported to be more of a career barrier for nontraditionals than traditionals. Nontraditionals also reported more career-related marital discord than did traditionals. Nontraditionals were more likely to report barriers to career success such as racial and gender discrimination, limited opportunities to develop political clout, and colleagues' doubts about their competence. Nontraditionals also reported less peer support than did traditionals.     

A Push Toward Equality: Processes Among Dual‐Career Newlywed Couples in Collectivist Culture

This study examines gender construction among dual‐career newlywed couples in a collectivist culture. A qualitative analysis of in‐depth interviews with 20 heterosexual Singaporean couples reveals aspects of the collectivist norms (e.g., doing family, we‐consciousness, marrying one's equal) that are favorable toward the development of gender equality. Additionally, as couples respond to the political and social pulls of economic development, they begin to organize their relationship around both careers. Incorporating egalitarian values becomes a pragmatic move carried out through five direct processes: (a) career as central to the relationship, (b) flexible allocation of household duties, (c) open dialogue regarding conflict, (d) equal say in decision making, and (e) internal self‐reflection. Implications for future research are addressed.     

Missionary Kid Career Development: A Consensual Qualitative Research Investigation Through a Social Cognitive Lens

Repatriated, young adult children of international missionaries (missionary kids [MKs]) face unique challenges in education and career development. The authors conducted a consensual qualitative research investigation, grounded in social cognitive theory (Bandura, 1986 ), as it informs social cognitive career theory, of career planning and decision making with 11 repatriated MKs. Participants ranged in age from 19 to 23 years (58% female, 67% Caucasian) and had repatriated to the United States between the ages of 14 and 19 years, spending between 4 and 19 years abroad. The authors' interpretation of the study findings led to a context‐specific revision of Bandura's ( 1986 ) Triadic Reciprocality Model. That is, regarding career development, faith intersects environmental variables, personal attributes, and overt behaviors in unexpected and multidimensional ways. Recommendations for researchers and practitioners include (a) attending to issues of sociocultural adaptation, (b) continuing to offer empirically supported (standard) career services to MKs, (c) using contextual and developmental approaches, and (d) inquiring about faith and calling.     

The social mobility of women and men in the Ontario legal profession

Cette étude de la classe graduée des écoles de Droit en Ontario en 1974 examine la structure de la profession d'avocat. Les facteurs d'origine (e.g., variables démographiques, situation familiale, écoles) sont examinés pour révéler leur influence sur les carrières (e.g., revenu, spécialité, secteur d'emploi). Les voies divergentes sont évidentes pour les femmes et quelques minorités. L'entrée dans les firmes de l'élite (selon la définition de Clement) est attentivement scrutée.
This study of the 1974 graduating class of Ontario law schools examines the mobility structure of the Ontario legal profession. A series of background characteristics (e.g., demographic variables, parental occupation, schooling) are examined to determine their influence upon career outcomes (e.g., income, area of specialization, employment sector). Divergent routes are evident for women and some minorities. Placement into elite law firms (as defined by Clement) is carefully scrutinized.     

Social Cognitive Theory and the Career Development of African American Women

No comprehensive model of the career development of racial and ethnic minorities has yet been developed; even less attention has been devoted to models of the career development of racial and ethnic minority women. One of the more promising career theories that may prove satisfactory in accounting for ethnicity in career development is Bandura's (1986) social cognitive theory (Lent & Brown, 1996; Lent, Brown, & Hackett, 1994). In this article, the authors selectively review the literature on African American women's career development to clarify how social cognitive mechanisms may be operating. The primary focus of this conceptual analysis is on the central elements of social cognitive theory, namely, self-efficacy and outcome expectations. Implications for counseling are presented.     

Social Status and Decent Work: Test of a Moderated Mediation Model

On the basis of the psychology of working theory (PWT; Duffy, Blustein, et al., 2016), we tested a moderated mediation model with subjective social status, work volition, proactive personality, and decent work as variables. Data were collected from 225 South Korean employees (115 women, 110 men). Results indicated that work volition mediated the relation between low subjective social status and decent work. In addition, proactive personality moderated the link between low subjective social status and work volition. Further analysis revealed that the indirect effect of social status on decent work via work volition was conditional upon proactive personality; that is, the indirect effect was weaker for individuals with a higher level of proactive personality. These results provide an application of the PWT-based model in a South Korean context. Future research could include samples from marginalized populations and additional constructs (e.g., career adaptability, human need satisfaction) of PWT.     

Applying Career Development Theories to the School-to-Work Transition Process

Responding to national and local initiatives, the career development profession has been engaged in efforts to aid understanding and facilitation of the school-to-work (STW) transition process. Vocational theory has been cited as one especially important area in which the career development field can contribute to the STW movement, yet career development theories do not typically highlight their relevance to the STW transition process. This special issue of The Career Development Quarterly features a set of articles that examine how several prominent career development theories (person-environment fit, social learning, developmental, and social cognitive) can be brought to bear on the STW process. Three discussants assess the theories' utility as templates for studying and facilitating the transition from school to work.     

Longitudinal Relations of Parental Influences and Adolescent Career Aspirations and Actions in a Collectivist Society

Using social cognitive career theory as a framework, we examined the longitudinal effects of proximal parental contextual influences on career aspirations and actions in a collectivist context. We used a sample of 954 Indonesian high school students and measured parental career expectations, adolescent‐parent career congruence, self‐efficacy, outcome expectations, career aspirations, planning and exploration, twice, 6 months apart. The best‐fitting model was reciprocal, with the results showing that parental career expectations predicted subsequent career aspirations and planning, and aspirations and congruence with parents regarding career matters predicted future exploration. Self‐efficacy and outcome expectations were reciprocally related over time. Self‐efficacy served as an across‐time predictor of both parental contextual variables. Career exploration predicted future self‐efficacy and planning predicted later outcome expectations.     

A multidimensional and contextual framework for understanding diverse family members' roles in long-term care facilities

Very few studies have explicitly examined the roles of family members in institutionalized settings and how these roles are developed. The most widely used theoretical framework employed in the studies that do exist is Litwak's structural-functionalist framework—the theory of shared functions and balanced coordination. Although Litwak's theory emphasizes the importance of both formal organizations (e.g., long-term care facilities) and primary groups (e.g., family) to optimal care, the framework provides a limited understanding of the roles of family members in long-term care facilities. The first section of this article describes Litwak's framework and then outlines the limitations of this task-assignment approach. By adopting a symbolic interactionist approach and integrating concepts from an ecological perspective and Hughes' concept of career, an alternative, more dynamic, contextual framework for understanding the roles of family members in long-term care settings is presented.     

Direct and Indirect Effects of Maternal and Peer Influences on Sexual Intention among Urban African American and Hispanic Females

Peer and family influences are interconnected in complex ways. These influences shape adolescent decision-making regarding engagement in sexual behaviors. Evidence indicates the more proximal (and direct) a process is to an individual, the more likely it is to affect his/her development and behavior. Therefore, family factors (e.g., parenting practices) and peer influence (e.g., peer norms) tend to be more strongly associated with adolescent behavior than distal factors (e.g., media or the economy). Guided by an ecological framework, this study explored how maternal influence variables interact with perceptions of peer influence to affect daughters’ intentions to have sex. A nonprobability sample of 176 mother–daughter dyads was recruited in clinics and service organizations in the northeastern United States. Results from path analysis revealed that maternal influence variables had a significant indirect relationship with daughters’ intentions to have sex through daughters’ perceptions of peer influence. Maternal processes can act as protective factors for adolescent girls who perceive their peers are engaged in sexual behaviors. Therefore, risk reduction interventions with adolescents should include opportunities for parents to learn about sex-related issues and develop skills that will allow them to buffer negative peer influence.     

Infusing Career Development to Strengthen Middle School English Language Arts Curricula

An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.     

Technostress: Implications for Adults in the Workforce

The use of technology can enhance workplace efficiency, productivity, and flexibility; yet, technological tools can have negative effects on individuals’ cognitive, psychological, and physical health, as well as on organizations (e.g., lowered employee satisfaction, decreased employee commitment). The use of information and communications technologies (ICT) adds to existing work stress. The authors reviewed recent literature to identify ICT trends, define key terms, and gain insights to improve awareness of ICT issues related to career development, health and wellness, and job security. The potential for inquiry as it relates to career exploration, development, and advancement is relevant to counselors and clients in today's workplace. Research is needed to examine the effects of technostress across different industries, to identify workers at greatest risk of adverse effects, to explore the impact on career decision making, to help clients develop personal coping resources, and to determine strategies for career professionals to collaborate with workplace managers.     

Minority Stress and Stress Proliferation Among Same‐Sex and Other Marginalized Couples

Drawing from 2 largely isolated approaches to the study of social stress—stress proliferation and minority stress—the authors theorize about stress and mental health among same‐sex couples. With this integrated stress framework, they hypothesized that couple‐level minority stressors may be experienced by individual partners and jointly by couples as a result of the stigmatized status of their same‐sex relationship—a novel concept. They also consider dyadic minority stress processes, which result from the relational experience of individual‐level minority stressors between partners. Because this framework includes stressors emanating from both status‐based (e.g., sexual minority) and role‐based (e.g., partner) stress domains, it facilitates the study of stress proliferation linking minority stress (e.g., discrimination), more commonly experienced relational stress (e.g., conflict), and mental health. This framework can be applied to the study of stress and health among other marginalized couples, such as interracial/ethnic, interfaith, and age‐discrepant couples.     

Comparing Career Development Outcomes Among Undergraduate Students in Cognitive Information Processing Theory–Based Versus Human Relations Courses

The effectiveness of undergraduate career courses has been demonstrated for multiple variables, including career certainty, maturity, decision-making skills, and reduction of dysfunctional career thoughts. Although such studies used the career course as an intervention, most failed to include a comparison course, nor were grounded in career theory. This study used a comparison group of 152 undergraduates enrolled in career development courses and 50 students enrolled in undergraduate human relations courses. Pre- and posttest comparisons indicated that the career course yielded significant improvements in career decision state, cognitive information processing (CIP) skills, career decision-making stage, knowledge of next steps, and anxiety about current career concern, but the human relations course did not. The CIP-based career course is supported as a valid career intervention, and individuals may benefit from targeted interventions depending on their CASVE cycle position. Future research might compare different career theory–based or atheoretical career courses on career development outcomes.     

Career Counseling With Black Men: Applying Principles of Existential Psychotherapy

Counselors may benefit from applying principles of existential psychotherapy to career counseling with Black men. Existential psychotherapy asserts that there are 4 issues that all people experience: death, freedom, isolation, and meaning. The life experiences of Black men, including difficulty with their careers, suggest that they may struggle with these existential concerns, particularly finding meaning in their lives. Because work and issues in other domains of life (e.g., family, community) often intersect, an existentially based career counseling approach may prove useful. An overview of existential psychotherapy is presented, followed by a discussion of its applicability to career counseling with Black men. In addition to suggestions for career counselors, recommendations for training and professional development are offered.