Beyond the Mommy Track: The Influence of New-Concept Part-Time Work for Professional Women on Work and Family

This study investigates how the option for new-concept part-time work influences the ability of mothers of preschool children working in professional occupations to successfully integrate work and family responsibilities while maintaining career opportunities. Data are from a subset of the 1996 IBM Work and Life Issues Survey in the United States (n = 687). Compared to their counterparts who worked full time, mothers who worked in these part-time positions reported significantly greater work-family balance and did not report significantly less career opportunity. The part-time group reported 47% fewer work hours and 41% lower income than the full-time group. These data support the notion that new-concept part-time work is a viable option to assist women in professional careers to successfully integrate their family career. Implications of these findings are presented.     

Perceived Career Barriers and Career Decidedness of First-Generation College Students

We examined the effects of perceived career barriers on career decidedness among first-generation college (FGC) students (n = 149) and non-FGC students (n = 182) at a 4-year university (mean age = 19.3 years). Participants responded online to measures of perceived career barriers and career decidedness. Results indicated that FGC students scored higher on lack of support and lack of time and financial resources than non-FGC students. For both groups, higher levels of perceived lack of skills were related to lower levels of career decidedness, whereas greater levels of family-related responsibilities predicted higher levels of career decidedness. FGC student status moderated the association between perceived lack of time/financial resources and career decidedness. Further research is needed to investigate the differential effects of various domains of career barriers. Career counselors are advised to consider FGC students' perceived career barriers in guiding students' career exploration and decision-making.     

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.     

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.     

Organizational values,job experiences and satisfactions among female and male psychologists1

This study examined the relationship of managerial and professional women's and men's perceptions of organizational values supportive of work–personal life integration and their job experiences, work and non-work satisfactions and psychological well-being. Data were collected from 324 women and 128 men psychologists in Australia using anonymous questionnaires. Both women and men reported benefits from such values. Women psychologists reporting organizational values more supportive of work–personal life integration also reported working fewer hours and extra-hours worked per week, greater job and career satisfaction, more optimistic career prospects, less time to job and less work stress, greater friends satisfaction, and more positive emotional and physical well-being. Men psychologists reporting organizational values more supportive of work–personal life integration also reported less job stress, greater joy in work, lower intentions to quit, greater job and career satisfaction, more optimistic career prospects, fewer psychosomatic symptoms and more positive emotional and physical well-being. Multiple regression analyses indicated more independent and significant correlates of organizational values supporting work–personal life integration among women than among men. Possible explanations for why women might benefit more from such organizational values are offered.     

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.     

Financial Planning Strategies of High School Seniors: Removing Barriers to Career Success

This study explored the postsecondary financial planning of graduating 12th graders as a barrier to educational and career decision making and success. Seniors planning on pursuing postsecondary education (N = 744) from 16 high schools completed an online survey measuring their plans for financing their postsecondary education. They also provided information regarding their academic achievement, motivation, certainty, and postsecondary goals and plans. Students clustered into 4 distinct financial planning strategy groups. These financial planning clusters were evident across a diverse sample of high schools. Almost half of all graduating 12th graders had limited financial planning strategies. Groupings and strategies employed by students were significantly related to career development theory and research. The critical role for career development services in promoting student success is discussed.     

The Undecided Student: Effects of Combining Levels of Treatment Parameters on Career Certainty,Career Indecision,and Client Satisfaction

The author investigated the impact of a 4‐phase combined intervention on outcomes of career certainty, career indecision, and client satisfaction in undecided college students and compared it to a 2‐phase intervention. Both interventions were effective in increasing career certainty in the sample population; however, the 4‐phase treatment was significantly more effective in increasing career certainty. Both treatments were effective in decreasing career indecision, although no significant difference was found between these 2 groups. There was no significant difference in ratings of satisfaction between the 2 groups. The findings suggest that even the most basic and cost‐effective intervention may benefit the undecided student.     

Using Values‐Based Webinar Interventions to Facilitate Career‐Life Exploration and Planning

Using a quasi‐experimental design, the authors examined whether career indecision could be reduced by participation in a values‐based career webinar designed to translate various types of psychological data (e.g., Holland‐type themes) into values‐based language. Participants (N = 67; 36 women, 31 men; mean age = 36 years) were divided into 1 control and 2 treatment groups. The 1st treatment group received an interest‐based intervention. The 2nd received a values‐based intervention. Both interventions consisted of 1 additional webinar spanning 1 hour in length. This study demonstrated a statistical significance of career indecision decrease through use of the values‐based, process‐oriented webinar intervention, which is particularly helpful to career counselors working with adults. The study also illustrated the effective application of online technology as a service delivery tool. Future research might examine the efficacy of this intervention in a variety of settings (e.g., K–12, postsecondary, agency, mental health, corporate).     

Gender,Work Time,and Care Responsibilities Among Faculty1

This study explores how faculty at one research‐intensive university spend their time on research, teaching, mentoring, and service, as well as housework, childcare, care for elders, and other long‐term care. Drawing on surveys and focus group interviews with faculty, the article examines how gender is related to time spent on the different components of faculty work, as well as on housework and care. Findings show that many faculty report working more than 60 hours a week, with substantial time on weekends devoted to work. Finding balance between different kinds of work (research, teaching, mentoring, and service) is as difficult as finding balance between work and personal life. The study further explores how gendered care giving, in particular being a mother to young children, is related to time spent on faculty work, controlling for partner employment and other factors. Men and women devote significantly different amounts of time to housework and care giving. While men and women faculty devote the same overall time to their employment each week, mothers of young children spend less time on research, the activity that counts most toward career advancement.     

Cultural Trailblazers: Exploring the Career Development of Latina First‐Generation College Students

Latinas in the United States have had historically low college graduation rates, are overrepresented in lower paying occupations, and experience culture‐ and values‐based struggles in obtaining career goals. As Latinas increase their presence as a cultural group in higher education and grow in the U.S. workforce, researchers are called to uncover the challenging and complex career development experience of this diverse group of students. This qualitative study used a grounded theory methodology to explore the values and life‐role salience associated with the career development of Latina 1st‐generation college students at a primarily Caucasian institution. Results included 2 overarching themes with 5 subthemes supporting culturally sensitive career counseling practices while working with this sample. Future research implications examining the efficacy of interventions to help Latina 1st‐generation college students succeed in college are provided.     

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.     

Web-Assisted Instruction for Changing Social Cognitive Variables Related to Physical Activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Effects of DISCOVER on the Career Maturity of Middle School Students

This study evaluated the effects of DISCOVER (American College Testing [ACT], 1991), a computer-assisted career guidance system, on the career maturity of 38 students (22 girls and 16 boys) enrolled in a rural middle school. Students randomly assigned to the treatment group worked with DISCOVER for approximately 1 hour a day over a 2-week period, whereas students in the control group did not have access to the DISCOVER program. Results indicated significant gains in career maturity among students in the treatment group (p <.05).     

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.     

What's (Not) Wrong With Low‐Income Marriages

In the United States, low marriage rates and high divorce rates among the poor have led policymakers to target this group for skills‐ and values‐based interventions. The current research evaluated the assumptions underlying these interventions; specifically, the authors examined whether low‐income respondents held less traditional values toward marriage, had unrealistic standards for marriage, and had more problems managing relational problems than higher income respondents. They assessed these issues in a stratified random sample that oversampled low‐income and non‐White populations (N = 6,012). The results demonstrated that, relative to higher income respondents, low‐income respondents held more traditional values toward marriage, had similar romantic standards for marriage, and experienced similar skills‐based relationship problems. Low‐income groups had higher economic standards for marriage and experienced more problems related to economic and social issues (e.g., money, drinking/drug use) than did higher income respondents. Thus, efforts to save low‐income marriages should directly confront the economic and social realities these couples face.     

No risk,no fun: implications for positioning of online casinos

This study uses textual content analysis of online casinos to provide insights into how operators position themselves in the market. Qualitative data from the About Us pages of 19 online gambling websites is gathered and analysed using DICTION software. The resulting z-scores are further analysed using the Hierarchical Clustering on Principal Components (HCPC) function in the FactoMineR software package. Results indicate that the casinos investigated group into three distinct and meaningful clusters (activity/realism; low certainty; high certainty). The results confirm that this exploratory methodology, which combines computerized lexical analysis using DICTION and HCPC, is able to identify positioning differences. In addition, the presence of a relationship between identified clusters and casino rankings is also considered. Its confirmation suggests that casinos that emphasize risk (low certainty) are more likely to obtain higher rankings. The Web has provided a platform for a global online gambling industry where differentiation and positioning is crucial. Therefore, managers need to emphasize in their online and offline communication the often-held perception that one of the attractions of gambling is the thrill or excitement of beating the odds. Limitations are noted and possible areas for further research are indicated.     

Analysis of an Online Career Narrative Intervention: “What's My Story?”

Traditional career theory assumes that the work world is predictably stable and individual work preferences remain constant (E. L. Herr, 2001; M. L. Savickas, 1993; R. A. Young & L. Valach, 2000). Emerging theory challenges those assumptions by acknowledging that both change constantly. These theories encourage creativity, empowerment, and theme exploration (N. Amundson, 2005; L. R. Cochran, 1997; M. L. Savickas, 1993; R. A. Young & L. Valach, 2000). This project involved the creation of an online, narrative‐based career intervention based in these new theories. Results indicate that participants using the intervention exhibited less career indecision and more career certainty.     

Stability and Change in 25‐Year Occupational Career Patterns

The authors identify and describe occupational career patterns (OCPs) over 25 years for a single grade cohort of 170 rural high school graduates. OCP is the sequence of 1 person's work positions during the adolescent and adult years; a Stable OCP is experienced by persons engaged in the same type of occupation over their entire working career. More than one third of the respondents experienced Stable OCPs. Men experience greater OCP stability than women. OCP stability is linked to lower midlife career and job satisfaction, independent of the early experiences of socioeconomic status and gender.     

Eliciting reconceptualization innovative moments to foster change in Career Construction Counseling

This study tests an add-on procedure to foster change in Career Construction Counseling by eliciting reconceptualization innovative moments. After the career counseling intervention with 42 participants, 21 participants were allocated to the add-on procedure, consisting of two additional sessions focused on eliciting reconceptualization innovative moments In turn, participants in the comparison group attended two extra intervention sessions in which the lifetime task was used. Outcome measures assessing vocational behavior and psychological distress were applied at the onset, at the end of counseling and after the two additional sessions. The findings show that Career Construction Counseling was effective, allowing a significant increase in vocational certainty, vocational identity, career decision-making, and a decrease in psychological distress. After counseling, participants in the add-on intervention fostering reconceptualization innovative moments revealed greater gains in vocational identity and psychological distress than those in the comparison group. The practical implications of these findings are discussed.