Friendship Groups,Personal Motivation,and Gender in Relation to High School Students' STEM Career Interest

Friendship group characteristics, motivation, and gender were investigated in relation to adolescents' science, technology, engineering, and math (STEM) career interest. The sample was comprised of 468 high school students (M = 16 years, range = 13–18) from diverse ethnic backgrounds. Participants rated their friendship group's support of STEM as well as their personal motivation in science. They separately rated the friendship group's support of English and personal motivation in English. Other predictors included friendship group characteristics (importance, gender composition) and background variables such as gender. Group support of STEM (but not English) and science motivation (but not English motivation) predicted STEM career interest. Group characteristics and participant gender moderated the effects. Findings suggest social identities and self‐concepts may shape youths' STEM career choices.     

Understanding Career Plateauing: Implications for Counseling

The pyramidal shape of most organizations dictates that virtually all careers will level out before an employee reaches the top of the institution, agency, or corporation. How to maintain or enhance worker productivity and job satisfaction when an employee remains at a career level that discourages one's aspirations are concerns for career counselors, their clients, and organizational executives. This article defines career plateauing, explains types and sources of plateauing, and suggests counseling interventions that can help individuals to recognize and adjust to plateauing. In addition, we recommend proactive measures that will perpetuate the work motivation of effectively-performing plateaued workers as well as remediate the work behavior of the ineffective, plateaued worker. One of life's maxims is that all careers reach a level after which no higher achievement can be expected. From night watchguard to chief executive officer, each person's career has its apex. Thus, career plateauing is inevitable for all who strive and struggle in the work world (Bardwick, 1986). The point in time when an individual will experience, if not recognize, career plateauing is difficult to predict as is the extent to which that person can influence the timing or impact of this phenomenon.     

Current Status and Future Agenda for the Theory,Research, and Practice of Childhood Career Development

This article reviews the current status and a future agenda for childhood career development theory, research, and practice. The fragmented nature of the current state of the literature is noted, and a call is made for a reexamination and reconsideration of the childhood developmental pathways of life's work. It is suggested that the study of children's work behavior be rooted in life contexts, most notably, families, communities, and schools.     

The Relationship Between Race and Students' Identified Career Role Models and Perceived Role Model Influence

The authors examined whether college students' race was related to the modal race of their identified career role models, the number of identified career role models, and their perceived influence from such models. Consistent with A. Bandura's (1977, 1986) social learning theory, students tended to have role models whose race was the same as their own, and this finding held among career role models who were not members of students' families. Caucasian and racial minority students did not differ respecting overall number of, and perceived influence from, career role models. Career intervention and research implications are discussed.     

Transcending a Double Bind: The Case of Jenna

Although all women's career development has been largely ignored, gifted women, in particular, have been virtually invisible within the career field. Many people assume that choosing a career should be easy for women with high intelligence and multiple gifts; however, the challenges to occupational choice for gifted women are frequently amplified because they are expected to use their talents while conforming to societal expectations of them as women. In this article, the authors seek to enhance awareness of some of these issues by first discussing one gifted woman's difficulties and then addressing treatment issues, using an ecological perspective.     

Career Counseling in Japan: Today and in the Future

The number of young people who postpone their career decision is increasing in Japan, as is the high unemployment rate. In companies, on the other hand, the traditional seniority system and lifetime employment, which once provided job security for corporate employees, began to collapse. Employees' work ethics and corporate attitudes toward workers have also changed. Under such circumstances, career counseling is the focus of public attention. In this article written in 1999, the author examines some problems in Japan's career counseling, compared with career counseling in the U.S., and discusses which course Japan's career counseling should take to cope with dramatic social changes.     

Childhood Career Development in Mainland China: A Research and Practice Agenda

Career development in adolescence and adulthood has been widely researched; however, less is known about childhood career development, particularly in non‐Western cultures. This is especially the case in mainland China, where children grow up in a unique context. The Confucian tradition of emphasizing education as an important social ladder and parents' role in their children's development may restrict children's development of career‐planning skills. By contrast, the shift from a planned economy to a market economy enables individuals to choose careers and demands that individuals have career‐planning skills. The elementary school years could be a starting point to develop such skills by providing career guidance for children. This article considers childhood career development in mainland China, discusses the status quo of childhood career development research and practice, and considers an agenda for future research and practice.     

An Individual Mixed‐Evaluation Method for Career Intervention

Economic issues linked to career counseling are a cause for concern to policy makers in developed countries because they expect career practitioners to provide evidence of the efficiency of career counseling interventions. The aim of this study was to test an individual evaluation method mixing time series (outcomes) and life narrative (processes). The method used 5 items related to 1 client's career decision self‐efficacy and studied the evolution of those items throughout the intervention of 1 career counselor (43 days). Changepoint analysis helped in identifying the changes that have to be taken into account for time series and which are contextualized in the client's verbatim analysis. This mixed method highlighted that the career counselor's intervention increased the client's career decision self‐efficacy. Practitioners could use the methodology proposed in this article to evaluate their interventions. They could also report their practice to clients, employers, and decision makers.     

Job‐change and age: The experience of administrators in colleges and universities

Job‐change is widely regarded as the primary means of career advancement for professionals in bureaucratic organizations. However, while the relationship between mobility and age has been suggested, age differences, when they have been recognized at all, have been variously interpreted, but rarely related to organizational selection and career cycles.

In this paper we explore the relationship between job‐change and age for one kind of professional employed in bureaucratic organizations–academic administrators in colleges and universities. This is accomplished by determining job‐change rates for administrators in different age cohorts as a function of type of position held and gender. Analyzing mail questionnaires from academic administrators in one state, the research also tests the efficiency‐motivation model of mobility which suggests that job‐change serves two diverse and possibly conflicting functions of meeting an organization's need to select and advance persons to perform necessary tasks as well as serving as an important source of employee motivation. The results indicate the presence of several patterns of job‐change and suggest that the theory, with some modifications, offers a framework for conceptualizing and analyzing academic administrator mobility.     

Messages to Social Work Education: What Makes Social Workers Continue and Cope in Child Welfare?

This article examines the positive elements which make social workers continue their career with a focus on statutory child welfare. Such analysis is needed, as existing research tends to highlight stress, exhaustion and career break-up issues. The empirical data consist of focus groups of 28 social workers and a questionnaire addressed to 56 professionals in child welfare in two Finnish urban municipalities. The focus groups were targeted at novice, expert and veteran social workers. The analysis presents organisational, person-related and client-work-related positive elements from the point of view of social workers. The results highlight that social work in child welfare may be experienced as being rewarding and professionally challenging. The positive elements vary among novice, expert and veteran social workers, with the latter especially viewing their work as independent expert work with major opportunities to make a change in children's lives. Commitment to care of children is one of the key motivating factors. The study suggests that social work education should recognise that the subjective motivation to do social work may change during one's career and that social work may be simultaneously both stressful and rewarding. Students should learn how to balance these aspects of their work.     

Family Structure,Parental Involvement,and Academic Motivation in Latino Adolescents

Self-report data from 594 Latino adolescents about parental involvement (general support, monitoring, academic support, and educational aspirations) and academic motivation were examined across three family structures (intact, stepfather, single-mother/nonresident involved father). Significant differences were found in fathers' but not mothers' involvement depending on the family structure. Dominance analyses showed that the form of mothers' involvement that explained the most unique variance in academic motivation follows: monitoring for youth in intact and single-mother/nonresident involved father families and academic support for youth in stepfather families. The form of fathers' involvement that explained the greatest unique variance in academic motivation follows: monitoring for youth in intact families, academic support for youth in stepfather families, and academic aspirations for youth in single-mother/nonresidential involved father families.     

From Childhood to Adulthood: A 15‐Year Longitudinal Career Development Study

In 1987, 208 second graders were interviewed about their occupational aspirations and expectations, school likes and dislikes, educational plans, and other variables. They were reinterviewed every 2 years through senior year in high school. A 5‐year post‐high school follow‐up was conducted, and 35 young adults (23 years old) from the original sample completed a detailed questionnaire. Young adults reported significantly less career direction and preparation in high school than they did as seniors in high school. Comparisons between 3 generations within the same families were conducted on educational and occupational achievement. The importance of teachers and parents in children's career development is discussed.     

Parental Support in Adolescents' Career Development: Parents' and Children's Perceptions

Using social cognitive career theory (Lent, Brown, & Hackett, 2000 ), this study examined the role of parents' and children's perceptions of parental support in adolescents' career choices. A total of 94 Italian adolescents (30 boys, 64 girls) and both of their parents (N = 188) participated in the study. The authors tested a fully mediated model between mothers' and fathers' perceptions of support and career choice through the indirect effect of adolescents' perceptions of parental support and career self‐efficacy. Results provided support for the model. Specifically, both mothers' and fathers' perceptions of support predicted their adolescents' career choice through the mediating effect of the youths' perceptions of parental support and career self‐efficacy. These results have important implications for practice and underscore that parents need to be involved very early on in their children's vocational development.     

Homeless families in St. Louis: A report from the field

In May, June, and September of 1998, 169 residents of the largest homeless shelter in Missouri were surveyed in response to the Institute for Children and Poverty's February 1998 request to continue research on homeless families in other areas of the country. Our findings corroborate the New York City data of the Institute for Children and Poverty (ICP), with these notable differences: ” For the women in our study, the experience of childhood violence and abuse was significantly higher than that reported in the ICP study. ” The number of children in homeless single-parent families in which the parent is beyond childbearing years was higher than the ICP-reported average (2.7 children). ” Older respondents were more likely to have graduated from high school than younger respondents. ” Compared to the ICP´ is respondents, fewer of our survey's respondents had previously lived on their own and more had stayed with family and friends. ” Significantly more residents in our study had no medical insurance. In addition, ” We gathered information on how many non-high school graduates had earned their GED and how many had attended or graduated from college. ” Our respondents were asked in what career fields they wanted to work. ” We gathered data on nicotine, alcohol, and drug abuse among our residents. ” We asked respondents if their children had the same father. Based on this survey, we concluded that programs for homeless children aimed at keeping them in school, improving their education, and helping them to form and realize career goals—as well as services such as counseling and mentoring—are necessary to keep homeless children from becoming homeless adults.     

Determinants of Migrant Career Success: A Study of Recent Skilled Migrants in Australia

Australia has been aggressively pursuing skilled migrants to sustain its population and foster economic growth. However, many skilled migrants experience a downward career move upon migration to Australia. Based on a survey of recent skilled migrants, this study investigates how individual (age, years of settlement, qualifications), national/societal (citizenship and settlement), and organization-level (climate of inclusion) factors influence their career success. Overall, we found that: (1) age at migration matters more than length of settlement in predicting skilled migrant career success; (2) citizenship uptake and living in a neighbourhood with a greater number of families from the same country of origin facilitate post-migration career success; and (3) perceptions of one's social/informal networks in the workplace – a dimension of perceived organizational climate of inclusion – also have a positive impact on migrant career outcomes.     

Negotiating Gender in Uncertainty: A Mechanism of Women's Marginalization in the Japanese Workplace*

Abstract Women have been long absent from important white-collar positions in large Japanese organizations. Two approaches have been made to understand women's work experiences and career outcomes in these organizations, namely, the structuralist and the rational choice approaches. The underlying assumption of both approaches is that individual women's career orientations are basically fixed and larger factors outside the workplace play central roles to determine women's career outcomes. In order to understand women's work experiences and perspectives more realistically, however, we need to turn our attention to the workplace itself and to examine the mechanisms through which women are constantly marginalized, if inadvertently, in everyday interactions with others. Drawing on a developing perspective that focuses on the dynamic nature of women's career experiences. this paper, based on a case study, demonstrates a major way in which the influences of outside factors, specifically of women's attitude toward work, are in fact reinforced within the workplace. A major component of this mechanism is women's sense of uncertainty generated through their day-to-day work lives.     

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.     

Having It All? Women in High Commitment Careers and Work–Life Balance in Norway

The question if, or how, women can 'have it all' — high commitment career, partner and children — is regularly debated in popular media internationally. Drawing on qualitative research, this article examines work–life balance (WLB) for women in high commitment careers as politicians and non‐executive directors on corporate boards in Norway. Norway is lauded as one of the most gender equal countries in the world and in theory at least it is therefore a highly enabling environment for women to combine career and family. The article considers the WLB challenges women politicians and directors encounter and what types of WLB support — national, workplace and household level — are important for them in order to mitigate the potential strain caused by work–family conflict. This article's contribution is in highlighting the competing and sometimes contradictory policies, practices and discourses at multiple levels that surround WLB and the gendered social expectations of women in Norway who apparently 'have it all'.     

The effects of economic instability on children's educational outcomes

Welfare Based on Assets, a Way to Smooth Out Economic Instability and Develop Children's Human Capital is a four-part series of papers that focuses on the relationship between economic instability (i.e., income shocks, asset shocks, home loss, and asset poverty) and children's human capital development. Collectively, these reports build on the compelling observation that the pattern low-income families walk into is a present time oriented or consumption based pattern of behavior; in contrast, the pattern higher income families walk into is future oriented or asset based. In the third paper we find in most cases income shocks and asset shocks do not appear to be harmful to children's educational outcomes. However, children living in liquid and net worth asset poor families have lower academic achievement scores, high school graduation rates, college enrollment rates, and college graduation rates than children living in families that are asset sufficient. Overall, findings can be interpreted as suggesting that a bifurcated welfare system, with income-based programs for poor families and asset-based programs for higher income families, may provide higher income families with an educational advantage over low-income families and might ultimately help exacerbate educational inequalities in America.