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1
Dingle, Caroline Elisabeth. "Career expectations and aspirations of management students /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psd584.pdf.
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Huq, Afreen. "Entrepreneurial career aspirations of educated women in Bangladesh." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/3549.
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This thesis explores the factors affecting the aspirations for, and the perceptions of acceptability and feasibility of business-ownership as an economic/career option by middle-income, educated urban women in Bangladesh. In response to the world-wide growth of women's entrepreneurship, there has been increased attention given to women's businesses, both from a practical development perspective and a research point of view. The group of women who has attracted researchers attention in the developed economies is educated, with access to resources and contact networks and therefore in principle, capable of starting up more significant businesses. The corresponding category of women in the developing countries, however, has received little attention either from the development planners or from the academic researchers. In Bangladesh, since the existence of middle-income, educated urban women in business appear to be small compared to that of un/less educated, poor, rural women in income-generating type of enterprises, the women business-owners have not only been unrecognised in statistics and policy documents, but also in academic research. In order to fill this research gap, and to identify some of the possible reasons for the relative paucity of women business-owners in Bangladesh, this thesis addresses the research question, "Is Entrepreneurship/Business-Ownership an Attractive/Desirable, Acceptable and Feasible Option for Middle-Income Educated Urban Women in Bangladesh". To address the research issues about business-ownership by middle-income, educated urban women in Bangladesh, a conceptual framework was developed incorporating the major factors affecting the aspirations, the acceptability and the feasibility of business-ownership as well as those influencing the process of business start-up. This study has examined the research issues based on the data collected through interviews with 154 potential and 75 actual women business-owners, and 10 CEOs of support agencies in the Dhaka city, which has the highest concentration of middle-income, educated urban population, and is the heart of all commercial activities. Overall, the findings of the study indicate that it is the "family roles" or the "gender roles" and not family entrepreneurial role models that influence the aspirations of women to set-up their own businesses in Bangladesh. The study also indicates that 'gender', demographics of the women concerned, and the type of business are the key explanatory factors determining the acceptability of business-ownership. It further shows that years of formal education, work experience, socio-economic class, network and supporters, and the type of business influence the feasibility of business ownership as an economic option for women in the context of Bangladesh. The findings highlight negative social attitude towards women in business, lack of security and freedom of mobility, and exposure of role models by media and promotional agencies as some of the major hindrances to women's business-ownership. This thesis demonstrates that women entrepreneurs in developing countries are not a homogenous group, that the aspirations, the acceptability and the feasibility of business-ownership by women are highly interactive, and that business-ownership by women is a combination of motivation, personal characteristics as well as environmental factors. In particular, it highlights that 'gender' definitely plays a role not only in enabling or hindering women in starting own business, but also in women's choice of business in the developing country context, as opposed to studies on women entrepreneurs in Western countries, which present conflicting results about the extent to which gender is an issue in women's business-ownership. This study emphasises the importance ofpolicy and legislative initiatives for bringing about the needed change in the environment in order to augment women's business-ownership. In doing so, the implications of the research are that efforts should be made to encourage wide spread media exposure of role models, ideas for product and market development, and gender sensitivity training for the personnel of agencies working for the promotion of entrepreneurship.
3
Schmidt-King, Jennifer Anne. "An investigation of at-risk students career aspirations." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000schmidt-kingj.pdf.
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Kithyo, Mattemu. "High school students aspirations for post secondary career programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.
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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information.
The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used.
Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study.
Some of the major findings of the study were:
1. Programs in Agriculture are priority aspirations for both the boys and the girls.
2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs.
3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls.
4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls.
5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages.
6. The boys seemed to be more concerned with chances for further studies in career program than the girls were.
7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them.
8. Although technical education is a priority field for the government, it is not a priority aspiration for the students.
The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
5
Cusick, Micah. "Subjectivity in the formation of career aspirations of teenagers." Thesis, Wichita State University, 2007. http://hdl.handle.net/10057/1550.
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This thesis investigates the subjective factors which motivate and influence occupational
aspiration of high school youth. An alternative model is presented, which shows the filtering
effect that subjective experiences have upon background characteristics. The study utilizes
univariate, bivariate and multivariate analysis of data from the Educational Longitudinal Study
(ELS): 2002, which is a nationally representative sample of high school tenth graders (N=6928).
Findings suggest that socioeconomic status has both a direct and indirect effect on aspiration,
high school boys have higher occupational aspiration levels than high school girls, and that
higher educational aspiration leads to higher occupational aspiration.Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Sociology
6
Lim, Teck Huat Michael. "Teachers' leadership aspirations : career decision-making among Singaporean teachers." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8922.
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The central research problem is the insufficient supply of teachers opting for promotion to middle-level leadership positions in Singapore secondary schools, where about 66% are filled. This shortage limits the effectiveness of school management and reduces the flow of leaders aspiring to vice-principalship/ principalship. The study generates a model by addressing two research questions: (1) What influences affect secondary school teachers’ decision-making as to whether to aspire to middle-level school leadership? (2) How do these influences affect the career aspirations of Singaporean secondary school teachers? Using the interpretivist paradigm, case study approach, and content analysis methodology, semi-structured interviews were conducted with a stratified sample of 20 participants. The investigation sought teachers’ perceptions of middle-level school leadership (compared to teaching) and their career aspirations, and identified the associative influences on their career decision-making. Such influences can be grouped into the categories of personal, socialisation and environmental influences, with each linked to two qualitatively different categories: teaching and leadership influences. Teachers’ career decision making is affected by ‘personal’ influences, resulting from innate attributes and pre-service experiences. Interactions with friends, family and significant others also give rise to ‘socialisation’ influences. ‘Environmental’ influences result from home and school environments. Teachers at different career stages (beginning teachers (0-3 years), more mature teachers (3-5 years), more senior teachers (beyond 5 years)) are more susceptible to particular influences; for example beginning teachers prefer honing pedagogical skills than doing administrative tasks. Teachers progress through these career stages and experience the influences identified. These influences affect individuals differently, for example additional remuneration may be less attractive for more established senior teachers compared to beginning teachers. Teachers’ decision-making processes regarding leadership aspirations lie at the heart of the Model of Selective Appeal, so named because particular influences on whether to opt for leadership selectively appeal, or otherwise, to individual teachers.
7
Bergen, Rebecca June-Schapeler. "Family Influences on Young Adult Career Development and Aspirations." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5480/.
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The purpose of this study was to examine family influences on career development and aspirations of young adults. Theories and research have examined the influence parents have on children's career development, but because of the multiple factors that influence career choices, understanding the family's influence is complex. The current study utilized ideas from self-determination, attachment, and career development theories to develop a framework for understanding how families influence young adult career development and aspirations. Rather than directly influencing career decisions, the family was proposed to influence processes within individuals that directly influence successful career development. This study used hierarchical regression analyses to test whether different aspects of family relationships and the family environment affect processes within young people, which in turn influence career development. A sample of 99 female and 34 male undergraduate students between 18 and 20 (mean age 18.67) completed questionnaires. Results support the idea that different aspects of the family influence diverse factors of career development and future aspirations. The achievement orientation of the family was predictive of career salience and extrinsic aspirations. Conflict with mothers was predictive of career salience, yet support and depth in the relationship with mothers and low amounts of conflict in the relationship with fathers were predictive of career maturity. High career salience was also predictive of career maturity. The hypothesis that factors play a mediating role between the family and career development variables was not supported. These findings suggest future research should assess multiple aspects of the family and multiple facets regarding career development to more fully understand this process. In addition, findings support the idea that career counselors should assess family functioning when helping young people in their career development journey.
8
Cusick, Micah Wright David W. "Subjectivity in the formation of career aspirations of teenagers /." Thesis, A link to full text of this thesis in SOAR, 2007. http://hdl.handle.net/10057/1550.
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Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of SociologyThis thesis investigates the subjective factors which motivate and influence occupational aspiration of high school youth. An alternative model is presented, which shows the filtering effect that subjective experiences have upon background characteristics. The study utilizes univariate, bivariate and multivariate analysis of data from the Educational Longitudinal Study (ELS): 2002, which is a nationally representative sample of high school tenth graders (N=6928). Findings suggest that socioeconomic status has both a direct and indirect effect on aspiration, high school boys have higher occupational aspiration levels than high school girls, and that higher educational aspiration leads to higher occupational aspiration.
9
Jungen, Kristen Anne. "Parental influence and career choice how parents affect the career aspirations of their children /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008jungenk.pdf.
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Fedirko, Tracy Lee. "Structural and socialization attributes of adolescent educational and career aspirations." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061577209.
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Beuka, Rose Doumou. "The educational and career aspirations of Solomon Island's parents for their children." The University of Waikato, 2008. http://hdl.handle.net/10289/2404.
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This study used the qualitative semi-structured interview method to collect data to discover Solomon Islands parents' educational and career aspirations for their children and their perceptions of formal secondary education in the Solomon Islands with respect to their children's preparation for meeting these aspirations. In carrying out the research, four couples were selected as participants and categorized into two groups according to their educational attainment (well educated and less educated). What was found was that, although parents have educational and career aspirations for their children, not all parents were specific. The findings also suggested that the career aspirations parents have were mainly influenced by economic and social factors rather than internal factors. In relation to parents' perception of the formal secondary education system in terms of preparing students for work, the findings suggested parents have both a positive and low opinion of formal secondary education in the Solomon Islands. There was also a mixed feeling and point to the idea that there are other factors such as teachers and curriculum subjects that impacted on the perceptions of success or vice-versa of the secondary education system. The findings also suggested that while parents appreciate the vocational curriculum and education system as preparing students for work (than secondary education), preference however was given to secondary education first and foremost.
12
Naylor, Karen. "University educated Asians in Bradford : career aspirations and spatial mobility /." Leeds : University of Leeds, 2006. http://0-www.leeds.ac.uk.wam.leeds.ac.uk/library/secure/counter/geogbsc/200506/naylor.pdf.
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Maher, Sandy. "The career aspirations of grade 12 students in central Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0031/MQ62396.pdf.
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O'Keefe, Doris. "Career aspirations of young women in single-sex educational institutions." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63387.
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Cheng, Mun-yee Sandra, and 鄭敏儀. "Factors influencing adolescents' career aspirations: a perspective from Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50179238.
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This study was designed to explore adolescents’ educational and career aspirations. The Social Cognitive Career Theory (SCCT) was used as a framework, and the variables were selected with empirical and theoretical support for their possible significance to the career aspirations of Hong Kong high school students. Two separate studies were conducted.
In study I, the Chinese Career Aspiration Scale (CAS) and Career-Related Parent Support Scale (CRPSS) were developed. In addition, the existing Academic Development Self-Efficacy Inventory (AD-SEI) and Career Development Self-Efficacy Inventory (CD-SEI) were simplified for this study. The four measures were validated using a sample of 677 Secondary Four students. The sample was randomly divided into two sub-sets. The first sub-set was used to explore the construct validity, while the second sub-set was used for further validation. The results of the exploratory factor analysis and confirmatory factor analysis suggested that the Chinese CAS was an adequate indicator for assessing Chinese high school students’ educational and career aspirations. The Chinese CRPSS also could provide an adequate indicator for assessing career-related parental support of Chinese high school students. It was also found that the AD-SEI and CD-SEI measures could be adequately represented by the simplified versions. The reliability analyses showed that the total scale and subscales were internally consistent.
In study II, data were collected from 729 Secondary Four students who were asked to complete the four measures developed and tested in study I, and to provide demographic information. Correlation analysis was conducted to examine the relationships between predictor and outcome variables. Hierarchical regression analyses were performed to determine the significance of each predictor variable on students’ continuing education and career achievement aspirations. The results indicated that gender and family socio-economic status were not associated with continuing education aspirations or career achievement aspirations. The students’ perceived academic achievement influenced continuing education both directly and indirectly through academic self-efficacy or career self-efficacy. However, perceived academic achievement was not associated with career achievement aspirations. Career-related parental support influenced continuing education and career achievement aspirations both directly and indirectly through academic self-efficacy or career self-efficacy.
The results of this study provided an in-depth view of the perceived influences on adolescents’ continuing education and career achievement aspirations. This knowledge can help educators design better targeted and individualized career interventions. The results also provide empirical evidence in support of Social Cognitive Career Theory, in terms of the impact of contextual factor (career-related parental support) and self-efficacy, in predicting continuing education and career achievement aspirations with a Chinese sample. In addition, the Chinese versions of Career-Related Parent Support Scale and Career Aspiration Scale are viable assessment tools for researchers and guidance professionals working in the careers field. Implications for future research and career guidance practices within the Hong Kong education context are also discussed.published_or_final_version
Education
Doctoral
Doctor of Education
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Dorji, Jigme Arisara Leksansern. "Factors affecting career aspirations of secondary school leavers in Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.
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Murray, Sharon Y. "Adolescent mothers' views on career and educational aspirations and sexuality." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/3723.
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This study examined the views of adolescent mothers in regard to career and educational aspirations and sexuality and contrasted these views with their nonparent peers. Also the contrasts in self-esteem and self-concept that may be associated with adolescent pregnancy were examined to explore if there was a significant difference. The results of this study indicated that there were no significant difference in the opinions and views of adolescent parents and nonparents in regard to career and educational aspirations and sexuality. There was no significant difference in the self-concept and self-esteem of adolescent parents and nonparents.
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Bogenschutz, Margaret M. "Career aspirations of mid-level administrators in higher education : an analysis based on Schein's Career Anchors /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334176075.
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Pfingst, Catherine J. "Girls' career aspirations : the impact of parents' economic and educational status on educational and career pathways." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/81785/4/Catherine_Pfingst_Thesis.pdf.
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This research investigates relationships between parental socio economic status and daughters' career aspirations; linking family background and the career choices made by teenage girls. Drawing on Bourdieu's theory of cultural capital, and figures produced by the Bradley Report's investigation, two Queensland State High Schools are the investigative platform to address the research questions. A quantitative data analysis investigated if a correlation between the indicators existed. The significance of the findings will contribute to future decision making regarding educational practices and socio economic backgrounds and to support the Bradley Report target of 20% of low SES students accessing higher education. The outcomes found that female students' aspirations are influenced by parental background in a variety of significant ways. An understanding of these assists schools in understanding how to influence girls' future aspirations.
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Shome, Susan Lane. "The Influence of Feminist Mothers on Their Adolescent Daughters' Career Aspirations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30311.
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The purpose of this study was to examine (a) the ways in which employed feminist mothers of adolescent daughters share information about the world of work, and (b) how daughters are influenced by the communication they have with their mothers about careers. The research was conducted in a series of qualitative interviews with eight mother-daughter dyads and two mother-daughter triads. The mothers and adolescent daughters lived in one of two communities in the Southeastern United States. Mothers and daughters were interviewed together and separately.
In the process of analyzing data from the interviews, 30 themes emerged. The themes in the category of "Mothers' Attitudes" were: 1) earlier career goals, 2) barriers to occupations, 3) sex discrimination at work, 4) sexual harassment, 5) positive professional experiences, 6) balancing work and family, 7) expectations of others, 8) something to fall back on, 9) division of labor at home, 10) influencing daughters' choices, 11) assessment of daughters' strengths and struggles, 12) workplace challenges daughters may face, 13) definitions of feminism, 14) comfort level with feminist label, 15) developing a feminist consciousness, and 16) feminism and child rearing. "Daughters' Attitudes" were coded: 1) dream job, 2) roads not to be taken, 3) career goals and objectives, 4)attitudes toward subjects in school, 5) influence of teachers and others 6) perceptions of mothers' expectations, 7) perceptions of mothers' work life, 8) career awareness and exploration, 9) fifteen years from now, 10) projected division of labor at home, 11) definitions of feminism, and 12) comfort level with feminist label. "Mother-Daughter Interaction" yielded two themes: 1) frequency and location of communication, and 2) advice and support for daughters' career choices.
Recommendations for action included (a)that school personnel recognize mothers' contributions to career development, and (b) that schools and parents work together on eradicating sexism in schools. Some suggestions for areas for future research were (a) math teaching strategies, (b) parents and daughters in extra-curricular activities, (c) mothers in nontraditional careers, and (d) mothers and daughters in different cultures.Ph. D.
21
Kirby, Carol Anne. "Career and life style aspirations of gifted Canadian secondary school females." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184544.
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The purpose of this study was to obtain a description of the career and lifestyle expectations of a sample of intellectually gifted female secondary school students in Ottawa, Ontario, Canada. The subjects were 140 gifted female students, selected through their school principals to attend a conference on career awareness. Data were obtained from four sources: (1) Career choices, as provided on conference registration materials; (2) Futures' Diary, a questionnaire designed to gain a description of subject expectations for work and lifestyle patterns at age thirty; (3) Family Work Patterns, a questionnaire designed to obtain a description of current work and family life patterns; and (4) Career Factor Checklist, an instrument developed to assess the relative influence of 28 factors affecting career decision making and subject awareness of them. The factors are divided into six sub scales: familial, societal, individual, socioeconomic, situational, and psychosocial emotional. Data analysis was done using descriptive measures of frequency distribution, range and percentage. In career choice, subjects selected 28 careers, with 74.96% selecting professional careers, and 52.27% selecting male-dominated professions. The Futures' Diary questionnaire indicated that 74% of subjects expected to combine career and family, with less than 2% expecting to be personally responsible for their children's home day care. Subjects expected a relatively affluent lifestyle that included home ownership (83.57%) and international travel (52.86%). Divorce was foreseen by fewer than 1% of subjects, and egalitarian work and family patterns were expected. These findings were contrasted with their current experience of more traditional patterns, as shown in the Family Work Patterns questionnaire. The Career Factor Checklist showed that subjects perceived the strongest effect on their career choices to come from individual factors, including self-expectancies, abilities, interests, need to achieve, and attitudes. Situational chance factors were seen to have the least effect These findings were discussed relative to current research on adolescence and current career and family patterns. Recommendations for further research and counseling were given.
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Moran, Katherine Meyer. "Influences on high school adolescents' college and career aspirations and expectations." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11153.
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Thesis (Ed.D.)--Boston UniversityParental aspirations and expectations for adolescents have long been linked to academic achievement; however, the research does not distinguish between these two terms, which are significantly different, and the majority of studies in this area have been quantitative. The present study interviewed 30 high school juniors and seniors from working class and professional class backgrounds. The study focused on the extent to which and how adolescents report that their aspirations and expectations were influenced by their perceptions of their parents' and significant others' aspirations and expectations. Interviews were coded for the language of aspiration (e.g., "hope" and "want") and expectation (e.g., "ought" and "should"). Emergent themes from the interview analyses illustrated that adolescents perceived a spectrum of aspirations and expectations. Findings indicate adolescents learn of parents' aspirations and expectations through a combination of conversations with parents, observation of parents' involvement in the adolescents' academic process, and actions parents took toward their own higher education. Daughters frequently mentioned their mothers, and sons mentioned their fathers, as powerful positive or negative role models. Significant others, specifically guidance counselors, were integral to helping working class students make their parents' aspiration that their adolescent attends college into the adolescents' own reality.
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Sawitri, Dian Ratna. "Effects of Parental Contextual Influences on Adolescent Career Aspirations and Career Actions in a Collectivist Cultural Setting." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/366578.
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Using a series of three studies, this research program had three objectives: (1) to develop a new measure to assess congruence between parents and their adolescents regarding career matters, (2) to test the cross-sectional associations between selected proximal parental contextual variables (i.e., parental career expectations and adolescent-parent career congruence) and career aspirations and career actions of planning and exploration within the social cognitive career choice model, and (3) to investigate the longitudinal relationships among the study variables. All studies were based on children from a collectivist cultural context (i.e., Indonesia). This research program has been structured around three empirical studies reported in three journal articles.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Raiff, Gretchen Wade. "The Influence of Perceived Career Barriers on College Women's Career Planning." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4685/.
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Research has indicated that balancing work and family is on the minds of college-age women long before they are married. At the same time, women continue to choose occupations that do not fully utilize their abilities and often fail to follow their original career goals. The purpose of this study was to examine the influence of perceived career barriers and supports on young women's career planning. Utilizing Social Cognitive Career Theory (SCCT) and recent literature as a basis, this study conceptualized career goals using the two constructs career salience and career aspirations. Based on information garnered in this student's thesis and on studies examining pathways in the SCCT model, the current study used a hierarchical regression model and hypothesized that barriers related to work and family conflict and sex discrimination would have the most impact on the career aspirations and career salience of young women. Career supports were hypothesized to add significantly to the prediction of these variables, and coping self-efficacy for these types of barriers were hypothesized to depend on the level of these types of barriers perceived and the interaction effect was in turn expected to add significantly to the prediction of career aspirations and career salience. None of the hypotheses were supported in predicting career salience. Career aspirations were found to be predicted by barriers other than those hypothesized, career supports were found to add significant variance, and coping self-efficacy for work and family conflict was found to have a unique, unpredicted relationship with career aspirations. Implications of the findings are discussed as are suggestions for directions of new research utilizing SCCT.
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Handforth, Rachel. "Exploring the career aspirations of women doctoral students : a longitudinal qualitative study." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/22420/.
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This thesis explores how women doctoral students imagine their post-PhD futures, and how doctoral experiences shape career aspirations. Situated in literature highlighting the persistence of gender inequality in academia, and gendered post-PhD career choices, this research illuminates the factors which influence aspirations, and the role of the PhD in the 'leaky pipeline'. Using qualitative methods – interviews, research diaries, and letters to future selves – within a longitudinal framework, it explores how academic careers are perceived over time, and how shifting personal priorities shape imagined futures. Using possible selves theory and the concept of horizons for action as theoretical tools enables analysis of individual agency and academic structures. Adopting a three-dimensional narrative inquiry approach, underpinned by feminist research principles, places participants' stories at the centre of the thesis. These methodological and theoretical approaches make visible the structural barriers that participants perceived to pursuing academic careers, including the pressure to publish and the prevalence of insecure contracts. The research makes explicit how gendered issues pose barriers, including perceived incompatibilities between family and academic life. These issues hindered participants' sense of belonging to academic communities and their ability to develop academic identities. This research demonstrates how the doctorate acts as a litmus test for an academic career, allowing participants to observe what being an academic involves, and judge whether or not academia is ‘for’ them. It has implications for the higher education sector, current and future doctoral students, and those involved in doctoral education and support. This research makes four key contributions to knowledge. Firstly, it addresses the gap in knowledge about women's experiences of doctoral study, and their career aspirations. Secondly, its cross-disciplinary approach contributes to literature on academic cultures. Thirdly, it adds to knowledge about how PhD students develop feelings of belonging to academic communities. Finally, my introduction of the career savvy concept contributes to literature on doctoral students' career development. This research also makes methodological contributions through its longitudinal perspective and use of letters to future selves, and offers a theoretical contribution in combining possible selves theory from psychology with the sociological concept of horizons for action.
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Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.
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This field study aims to identify and examine the consequences and
influences of course selections and career choices made by students,
their parents and college staff. Because of a lack of information
regarding the implications of their selected programmes of study,
many students choose unwisely and as a result, have become confused
about the relevance of their choices in relation to the achievement
of their ultimate career aspirations. To achieve the aims of this
study, an analysis of the course selections and career choices of the
Year 12 graduates of 1983 from Copland College was completed.
This field study is divided into three main sections. The first
section comprises Chapters I and II which outline the historical
development of secondary colleges within the Australian Capital
Territory. The author briefly discusses the influence of both the
Hughes and the Campbell Reports and illustrates how these Reports
were used as the basis for the establishment of the educational
structure we now have for our senior secondary college students in
Canberra. In addition, this section details the historical background
of careers education within the Australian Capital Territory
and the influences this has had on the status of career education
at Copland College.
The second section covers Chapters III, IV and V. In this section
the function of the Student Services Faculty within Copland College
is discussed and also a brief explanation given of the type of
information gathered by college and administrative staff for career
and course advice. The author provides a description of the procedures
II
used to obtain and collate the information collected for this field
study. A questionnaire method of data collection was the basis used
to examine the post-collegiate activities of over 240 graduate
students of 1983, and part of the questionnaire relates specifically
to the destinations of these ex-students.
Finally, the third section incorporates Chapters VI and VII. It
details the results of my research covered in earlier chapters and
at the same time, synthesizes that of other educationalists as
it relates to this field study. The concluding portion of this
section sets out recommendations proposed to meet the problems
identified in such areas as student course selections and careers
advice.
27
Whalen, Calvin W. "Career aspirations, future expectations, and immediate career plans of Level III students from selected rural and urban schools in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54971.pdf.
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Scott, Jacqueline A. "The influence of role models, self-efficacy, carreer exploration, mentorship, educational aspirations, and academic enrichment on career aspirations of youth of youth in a precollege enrichmant program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/154.
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The purpose of this study is to investigate the relationship of roles models, self efficacy, career exploration, mentorship, educational aspirations and academic enrichment on the career aspirations of middle school students in a precollege enrichment program at a medical school. Through precollege outreach programs, multiple strategies have been utilized in attempts to increase minority student interest and academic preparation for health profession training at the postsecondary and graduate levels. A mixed method design consisting of both quantitative and qualitative elements was utilized in data collection. A survey, interview process, and document analysis provided the data on factors influential in career aspirations of middle school students in a precollege enrichment program. Stepwise Regression statistical analysis revealed that educational aspiration was found to predict career aspirations. The findings provide evidence that educational aspiration is key in the career development process. One observation may be that educational aspirations are related to strong self-efficacy, high self esteem and high educational aspirations which translate into attainment of career and self satisfaction.
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Mize, James B. "Relationships of career decision-making and self-esteem for college students and athletes." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=41&fid=archive/Fall2005/jmize/mize%5Fjames%5Fb%5F200501%5Fms.pdf.
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Thesis (M.S.)--Georgia Southern University, 2005."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." ETD. Includes bibliographical references (p. 29-41) and appendices.
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Hamel, Julie. "Career camp : elevating expectations for college-going and career self-efficacy in urban middle school students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18718.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Judith K. Hughey
Many efforts have been directed towards providing equitable access to higher education for youth from low-income, first-generation families. Despite gains, attendance and graduation rates from college are consistently lower for these students (U.S. Department of Education National Center for Education Statistics, 2012). A variety of initiatives have been implemented to support students' entry into college, persistence to graduation, and increased access to professional careers. One such program is Talent Search, which provides middle school students opportunities to achieve academic success and to become knowledgeable about college and career options. KU Talent Search offers a summer career camp as part of its programming. The Career Horizons Summer Program (CHSP) exists to help students between 6th and 7th grades explore career possibilities, build potential for success in academics and careers, and become more comfortable in a college environment (Dukstein, 2012b). This study examined beliefs about college and careers in a group of 52 students, as well as the impact of the CHSP on the intervention group. Educational aspirations and expectations, and career and college-going self-efficacy were assessed. It was predicted that participation in the camp would result in an increase in college-going and career self-efficacy. The study also provided additional insight into the construct of college-going self-efficacy. Using a quantitative comparison group design, data were collected from camp participants and from students who were eligible to participate but did not. Pre and posttest surveys assessed educational aspirations and expectations and included scales to measure career self-efficacy (Fouad & Smith, 1997) and college-going self-efficacy (Gibbons & Borders, 2010a). Educational aspirations and expectations were high in all participants and a bivariate correlation analysis revealed that career self-efficacy and college-going self-efficacy were highly correlated. Comparisons between the intervention and the comparison group suggested that the CHSP did have an impact on career and college self-efficacy. It is important to understand the characteristics of a successful college and career access program, and to identify interventions that are most impactful. The findings of this study add to understanding of one such intervention and may have implications for specific practices that can increase potential for college success.
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Lee, Kit-lai Jemima. "Social class and career aspirations : a study of F.5 students in two schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778518.
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Candido, Patricia G. "Coming into their own, Filipino Canadian youth, their ethnic identity and career aspirations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52884.pdf.
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Junk, Kate E. "Stability of career aspirations a test of Gottfredson's theory of circumscription and compromise /." [Ames, Iowa : Iowa State University], 2008.
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Engel, Alexander Shahriar. "Pro or Bust: Career Aspirations of Division I and Community College Basketball Players." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/2114.
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ABSTRACT
Pro or Bust: Career Aspirations of Division I and Community College Basketball Players
Alexander Shahriar Engel
The purpose of this study was to determine the difference, if any, between Division I and community college basketball players career aspirations. Interviews were held with eleven athletes from the Cal Poly Men’s Basketball team, and ten athletes from the Cuesta College Men’s Basketball team. The interviews were used to determine the impact of different variables on the athletes career aspirations, and to explore themes in the data. To look for themes, both axial and open coding was used. Division I athletes were more likely to aspire to be professional basketball players than the athletes at the community college level. However, community college athletes aspired toward higher education levels overall. Many of the variables such as low parental involvement and low socioeconomic status that typically have a negative impact on career aspirations did not seem to affect these athletes long term academic and professional aspirations. Being involved in athletics may shield or reduce the negative effects of the variables on the athletes; however, further study is needed. These findings can help coaches, athletic departments, and individuals working with youth.
Keywords: Career aspirations, college athletes, men’s basketball, Division I, community college
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Bewley, Elizabeth Emma. "Informing Royal Navy people strategy : understanding career aspirations and behaviours of naval personnel." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/895/.
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Following a series of imposed redundancies in the Royal Navy (RN) there was a need to understand the career desires of remaining personnel and how these interact with important organisational behaviours and turnover. Taking a social psychology perspective, this thesis addresses criticisms over the high use of non-working populations in research and provides the first empirical evidence for the utility, applicability and relevance of specific psychological theories to the RN. Chapter 2 explores the relationship between career anchors and psychological contract violation, organisational commitment and turnover. Evidence was found for the applicability and potential generalisability of civilian-based research to the RN. RN career anchor preferences were similar to some non-military organisations, and these preferences differentially influenced the variables explored. Chapter 3 presents an intervention developed to support newly appointed Career Managers to increase awareness of human resource issues, representing the first exploration of induction on later attitudes of ‘experienced newcomers’ in the RN. The induction did not influence attitudes; although time did, indicating the importance of role clarity. Chapter 4 provides a critical literature review of work-family conflict (WFC) and its influence on turnover intentions of military personnel and effects on military spouses. The expected negative relationship between WFC and turnover was found, although not consistently; types of satisfaction mediated this relationship, and WFC was linked to stress. Chapter 5 provides new empirical understanding of the interactions between ethos, organisational identity, and engagement on career motivation, perceived future opportunities and intentions to stay. Differences in these constructs were also explored between discrete RN groupings. The relationship between identity and ethos, and engagement, identity and ethos were explored to advance theoretical understanding of these constructs, finishing with an extension to Chapter 2 through revisiting career anchors. In conclusion, this thesis provides new contextual insights, interactions and relationships for academic knowledge, psychological theory and addresses a practical organisational issue within a highly regarded and inaccessible organisation. The outcomes provide the first empirical evidence of career-related behaviours within the RN, and more generally indicate the applicability of civilian based psychological theories to a military population, in particular, career anchors, ethos and focus on opportunities and their importance for people strategy decisions supporting evidence-based decision making within the workplace.
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Mirza, Heidi Safia. "The career aspirations and expectations of young black women : the maintenance of inequality." Thesis, Goldsmiths College (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295351.
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Gool, Sophia Katherine Louise. "Voices still to be heard : career aspirations and expectations of young indigenous women." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36531/1/36531_Gool_1997.pdf.
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This thesis reports on an exploration of the career aspirations and expectations of twelve
female Aboriginal high school students in two different localities. It considers how cultural
identity, racism, schooling, family relationships and employment opportunities influence these
students' hopes and ideas. Aboriginal culture gives a prominent position to the Elders in the
community and therefore this study also includes their views and the expectations they have for
their young people.
The research was carried out through a series of interviews. Throughout this study there
is an emphasis on the importance of the participants own words and expressions, therefore it
includes several quotes to capture their ideas rather than to impose too many interpretations. The
participants views were structured within the systems theory framework. This framework was
flexible and comprehensive enough to allow the students the option to place an emphasis on
whichever areas or influences they felt were the most powerful for them. The family became the
most prominent influence.
The outcome of this research drew attention to the following issues. There was
considerable difference between the two localities and this emphasised the danger in forming
generalisations about Aboriginal people. The study also registered the impact of racism upon the
students' self perceptions and expectations. Cultural characteristics such as a respect for Elders
and a sense of community belonging dominated over concepts of individuality and autonomy.
However the participants frequently expressed initiative as well as an awareness of the difference
between the Aboriginal and White cultures, and they were often able to deal with this duality
constructively when they considered their aspirations.
It is recommended that practitioners in the field of careers and counselling should be
sensitive to the issues raised in the thesis which can place particular pressure on young
Aboriginal clients. Counsellors need to have a good understanding of Aboriginal history over the
last two centuries as well as the impact of racism which can permeate the institutions of
education and employment.
( The term 'Aboriginal' is used here in its generic sense to include Torres Strait Islanders. )
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Green, Brooke. "THE EFFECTS OF RELATIONAL VICTIMIZATION ON THE PERCEIVED BARRIERS, CAREER DECISION-MAKING SELF-EFFICACY, AND CAREER ASPIRATIONS OF FEMALE OFFENDERS." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3022.
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We explored the relations among relational victimization and career-related variables in a sample of 174 non-violent female felony offenders residing in a community corrections residential facility. Archival data was used from a larger career-related reentry program that represented a joint effort between investigators at the VCU Department of Psychology and staff from the Virginia Department of Correctional Education. Data analyses focused on the association between (a) recent experiences of relational victimization and (b) career aspiration complexity code, (c) career aspirations towards or away from socially-oriented careers, (d) perceived occupational barriers, and (e) career decision-making self-efficacy. Hypothesized associations among this set of variables were not seen in the data; however, offenders’ aspirations appeared to deviate from established norms. Implications for female offenders reentering the workforce were discussed.
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Salgado, Susana Ortiz. "Influence of feminist orientation & family connectedness on adolescent Latino/a students' career aspirations /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404354681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 199-212). Also available for download via the World Wide Web; free to University of Oregon users.
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Witmer, Miriam Marguerita Gomez. "Ethnically diverse education students' perceptions of mentoring| Implications for career aspirations and college success." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623319.
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Recruitment and retention of ethnically diverse students in college education preparation programs remains a difficult challenge for many colleges and universities across the United States. Low numbers of education majors yield low numbers of ethnically diverse teachers in the teaching workforce. According to 2010 data from the National Center of Education Statistics, African American students comprise about 16% of our public school students nationwide, but African American teachers only represent about 8% of the teaching workforce. While Asian students comprise 4.6% of the total public school population, only 1% of the teachers in American public schools are Asian (National Center of Education Statistics, 2010). Additionally, Latinos are expected to make up a third of the total U.S. school-age population (ages 3–17) by the year 2036, while Latino teachers represent only 14% of the teacher workforce (NCES, 2012).
Although college going rates for ethnically diverse students are increasing, many of those students are not choosing education as a major. Researchers have studied the perceptions ethnically diverse students have about teaching and have identified numerous barriers, such as: limited educational opportunities, more lucrative career options and standardized testing requirements (Madkins, 2011). Furthermore, Gordon's (1994) research points to not graduating from high school, negative experiences in school, lack of respect, teachers not being prepared for diversity, lack of support for college, lack of academic encouragement, racelessness, absence of role models of color, low status of the profession, too much education for the return, low pay, negative image, poor school conditions, having more opportunities elsewhere, and racism as contributing factors affecting students' decisions not to pursue a career in education. Graham and Erwin (2011) who studied African American boys discovered three themes: negative perceptions of teachers and teaching, perceptions of schools as oppressive institutions, and African American men are nonconformists. While these are all significant potential barriers to ethnically diverse students choosing careers in education, those ethnically diverse students who do choose to pursue teaching may be able to shed some light on the issue. Since much of the research focuses on the barriers and limitations ethnically diverse students face in our society, part of the purpose of this research is to highlight what is working for ethnically diverse students who are pursuing a career in education.
The purpose of this dissertation is to describe the factors that contribute to an ethnically diverse education major's career aspiration and college success. Since the disparity problem is multifaceted, I addressed historical, personal and social aspects that may impact the overall phenomenon, including: desegregation of teachers of color, students' experiences within the context of secondary schools, issues surrounding institutional racism, students' perceptions of teachers and teaching, college readiness, college recruitment and retention of teacher candidates, mentoring, personal motivations and identity development.
I endeavored to capture the rich stories of ethnically diverse college students' journeys to becoming a teacher and to understand what impact mentoring may have had on their career aspirations and college success. Results from this study can inform students, schools, and colleges and universities about the barriers and support systems that successful education majors of color report affect them. Since the primary focus is on the perceived effect of mentoring, the results may also provide insights regarding the retention of ethnically diverse students once they enroll in college.
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Guihen, Laura Louise. "The career histories and professional aspirations of women deputy headteachers : an interpretative phenomenological analysis." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39456.
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This thesis presents an in-depth, idiographic analysis of the lived experiences and perceptions of women deputy headteachers: a relatively under-researched professional group. The study aimed to explore the ways in which twelve women deputy headteachers, as potential aspirants to headship, perceived the secondary headteacher role. Given the persistent under-representation of women in secondary headship, it sought to investigate participants’ career histories and how these had informed their professional aspirations. Semi-structured interviews were conducted with twelve participants. All interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Three super-ordinate themes emerged from the data: ‘managing constraint’, ‘motivating forces’ and ‘perceptions of secondary headship and the future’. Detailing different aspects of the deputies’ experiences, the themes highlighted the complexity of the women’s impressions of secondary headship, the heterogeneity among potential headteacher aspirants and the importance of critical reflection while deciding one’s professional future. Drawing on Margaret Archer’s theory of reflexivity as a mediatory mechanism between structural forces and human agency, this thesis proposes three types of potential headteacher aspirant: ‘the strategic and decisive leader’, ‘the values-oriented professional’ and ‘the person-centred educator’. These ideal types illustrate the heterogeneous ways in which a small sample of women deputies had reflected on, positioned themselves towards and navigated their way through their careers in secondary education. This typology together with the nuanced analysis advanced throughout this thesis offers a unique contribution to knowledge. Various implications for practice and research are discussed. I conclude by arguing that the under-representation of women in secondary headship is a complex phenomenon, and that the career narratives of individual potential aspirants deserve a place at the heart of our theorising and understanding of it. The findings reported in this thesis may be of interest to potential headteacher aspirants as well as those tasked with identifying and training tomorrow’s leaders.
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Ebeling, Sarah, and Kiran Gustafsson. "Aspirations, possibilities and limitations–Indian middleclass students' view on future career and related values." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28876.
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The aim of this study is to investigate how middle class, secondary school students in Bangalore view their future in the background context of individualist and collectivist influences, traditionally related to Western respectively Eastern culture. The objectives are as follows:How do secondary school students view their future in terms of further studies and work opportunities and what possibilities and/or limitations do they identify? What in relation to this are some of the underlying, deciding factors?What values do secondary school students take into account while considering a future career? To what extent can these values be related to the general distinctions between collectivism and individualism, traditionally related to Eastern and Western culture?Theoretical terms used in the thesis are the sociological concepts of individualism and collectivism and Krumboltz’s social learning theory, a constructivist career theory. This is a qualitative study, interviews were used to examine eight students’ views about their future as well as values related to this.The main conclusions of the study are that the students in general are very positive about their future, they believe in themselves and their abilities and rate the likeliness of reaching their goals as high. All of them want to move on to further studies, studying and working abroad is also something that is appealing to many of them. One of the possible limitations is lack of money. Deciding factors include own interests and abilities, family’s opinions, social class and external factors like labor market. Values concerning family, education and work are for the most part collectivist but some strong individualist features can also be seen, such as choosing a vocation based on your interest.
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Sealey, Paula. "How the educational experiences of mothers affect their daughter's educational experiences and career aspirations." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/2620/.
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This study explores the influence that a mother has upon her daughter’s educational decision-making processes that occur between the age of 14 and the age upon leaving education and, also, her educational and career aspirations. It focuses on subject choice at GCSE, decisions to progress to further/higher education, when to leave education, choice of future career and the mother-daughter relationship. The research findings were based on qualitative research carried out in the form of semistructured, tape-recorded, interviews with 60 mother-daughter pairings (daughters being aged 14-23). The findings show that mothers have contributed to a change in the educational aspirations and achievements of their daughters. Mothers emphasise the acquisition of skills, academic qualifications and they believe in the value of education. Their aspirations for their daughters are passed on via the mother-daughter relationship and resulting messages have a very strong influence upon the daughters with regard to education and, also, help to shape the daughters’ educational experiences and career aspirations. Daughters acknowledge the importance of education and qualifications and know that they are essential for success in the labour market. They desire careers and are happy to embark upon several years of study to acquire relevant qualifications to be able to enter their desired occupation. However, although daughters desire rewarding and well-paid careers they are prepared to shelve these careers, for at least a minimum of five years, in order to perform childcare duties and responsibilities at home. Although they hear their mothers’ messages about the value of education and the benefits it entails and thus make declarations about careers, daughters’ long-term intentions are to revert to the same lifestyle that their mothers had in order to remain at home with young children. Gender continues to influence girls’ behaviour and it is this that appears to have the greatest impact on a daughter’s long-term career aspirations
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Zakzouk, Mohamed. "Dreaming up the right career: an exploratory study of the career aspirations of low-income adolescents living in urban São Paulo." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/13609.
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In Brazil, low-income youth is prone to unemployment, which is particularly problematic in an emerging economy where income inequality is relatively high, and where future socioeconomic development may depend on the growth and stability of an already vulnerable middle class. Youth unemployment, especially in urban cities, is also associated with high incidents of violence, illegal behaviour, widening inequality and sociopolitical instability. The present study complements existing efforts to advance the employment prospects of Brazilian youth, by exploring the career aspirations of 25 late adolescents living in low-income communities in urban Sao Paulo. The research was conducted by means of focus groups, over the course of four meetings in the Paulistano communities of Vila Albertina, Heliopolis, Vila Prudente and Vila Nova Esperança. The research findings largely echo existing knowledge pertaining to adolescents: they confirm the important role of individual merit, the micro-environment and role models (namely family, peers and local educators) in shaping and enabling (or hindering) the career paths of young adults, and highlight the flexibility and diversity of professional interests during that age. Furthermore, the findings reveal paradoxical attitudes towards low-income communities in Sao Paulo. All participants seemed empowered by elements within their micro-environment, exhibiting sentiments of pride and belonging to their community, yet many seemed troubled by how outsiders stereotype or stigmatize 'favela' dwellers. Overall, the study highlights tendencies that support the case for further investment in the professional development of youth at the base of the economic pyramid. As a potential ecosystem for socioeconomic development, low-income communities can constitute a rich source of not only human capital, but also business opportunities and employment.
No Brasil, os jovens de baixa renda estão propensos ao desemprego, o que é particularmente problemático em uma economia emergente onde a desigualdade de renda é relativamente alta, e onde o desenvolvimento socioeconômico futuro pode depender do crescimento e da estabilidade de uma classe média já vulnerável. Além disso, o desemprego entre os jovens, especialmente em cidades urbanas, está associado a elevada incidência de violência, comportamento ilegal, aumento da desigualdade e instabilidade sociopolítica. Este estudo complementa tentativas existentes de promover as perspectivas de emprego da juventude brasileira, investigando as aspirações profissionais de 25 adolescentes que vivem em comunidades de baixa renda na zona urbana de São Paulo. A pesquisa foi realizada através de grupos de foco durante o período de quatro encontros nas comunidades paulistanas de Vila Albertina, Heliópolis, Vila Prudente e Vila Nova Esperança. Os resultados da pesquisa repetem, em grande parte, o conhecimento existente que diz respeito a adolescentes; eles confirmam o papel importante que o mérito individual, o microambiente e os modelos exemplares (isto é, familiares, colegas e educadores locais) têm de moldar e possibilitar (ou impedir) os planos de carreira de jovens adultos, e destacam a flexibilidade e a diversidade de interesses profissionais nesta faixa etária. Ademais, os resultados revelam atitudes paradoxais face às comunidades de baixa renda em São Paulo. Todos os participantes pareciam empoderados por elementos dentro de seu microambiente, exibiam sentimentos de orgulho e que faziam parte de sua comunidade; porém, muitos pareciam perturbados pela maneira como pessoas de fora estereotipam ou estigmatizam os moradores da 'favela'. Ao todo, o estudo destaca tendências que sustentam razões para maiores investimentos no desenvolvimento profissional dos jovens de baixa renda. Na qualidade de um ecossistema com potencial para desenvolvimento socioeconômico, as comunidades de baixa renda podem constituir uma fonte rica não apenas de recursos humanos, mas também de oportunidades comerciais e empregos.
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Henry, Linda M. Morreau Lanny E. "Attributes of career goals established by elementary-grade students with mild disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633419.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.
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Muller, Karl, and n/a. "Career choice : drift, desire or decision. Factors influencing career choice of year 12 students in A.C.T. catholic schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061024.091105.
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Year 12 has been identified as a critical decision
point in the career decision making process for students.
Students have been found to make decisions in different
ways some having already defined goals for the future
others are doubtful and make tentative goals.
At the end of Year 12 students are faced with the task
of career decision. During the final two weeks of year 12
these students will have to make choices about their
imminent future that is whether to do tertiary
studies/seek apprenticeships look for immediate employment
or defer studies for a time and seek employment. A review of
major theories relating to career determination was
undertaken. Decision-making theories have identified twelfth
grade/age range 16 - 18 years, as being one of the critical
decision periods for an adolescent. 355 A.C.T. Year 12
students from Catholic Colleges were given a questionnaire
designed to probe students' self awareness in relation to
study habits coping abilities, as well as a description of
some of their personal qualities relating to school life,
subject interest, and career benefits derived from the
future career considered. The information gained from the
Questionnaire was reduced to a number of sets of
relationships by factor analysis. The personal factors of
subject interest, career benefits and further study
interests were examined by canonical correlation techniques
with Career Types.
Students with an interest in scientific careers
exhibited an interest in the physical science subjects.
Those with an expressed interest in a blend of science and
expressive arts career were a group of students with
creative ideas / leadership aspirations,an interest in
cultural and physical science subject, and a desire for
further- studies. Another group of year 12 students involving
more girls than boys showed an interest in a cluster of
careers with a social involvement component but a rejection
of routine activities. Students with an interest in
environmental subjects with a possession of management and
living skills looked towards careers that provided out of
doors activities involving social work and selling. There
was a positive correlation between these personal factors
and the students' choice of a career.
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Leal, Veronica Michelle. "Predictors of non-traditional career self-efficacy in Mexican-American adolescent women." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147212703.
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Jamaludin, Adnan, Norhayati Hussin, and Mokhtar Wan Nor Haliza Wan. "Library and information career in Malaysia: Aspirations of educators and the reality of the industry." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105550.
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This paper discusses the aspirations of library and information science (LIS) educators particularly in the Faculty of Information Management, UiTM. The Faculty of Information Management is the main provider of manpower needs for the library and information science profession in the country. The focus of the discussions is on the development that has taken shape in the Faculty of Information Management, UiTM particularly on the undergraduate library and information science programs. Within that premise, a comparison is made between the aspirations of LIS educators and the reality of the LIS industry particularly in the public sector in the country.
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Holly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.
Full textAbstract:
What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (department of Education, Science and Training, 2003). This is worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subjects, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual’s interest in science. It is important to understand why science is failing to capture the interest of our best students, who potentially could contribute intellectually to the future of Australian science. A sample of five secondary metropolitan schools was involved in the collection of data. Using a qualitative case study research method, Year 12 science students, aged 16 to 17 years, were surveyed on aspects of career aspirations and experiences in science. Focus groups from each school participated in a narrative inquiry with the author to further probe their thoughts about career choices in relation to science learning experiences. Staff involved in helping students with their career decisions such as Career Advisors, Year 12 Coordinators and science teachers were also interviewed. In summary, it can be noted, that whilst many of our Year 12 science students are reported high levels of enjoyment of science, there is significant room for improvement. Teachers are seen as a vital link in fostering students’ enjoyment of science, and need to be able to teach science in a relevant fashion, enabling students to understand and to be able to explain the concepts of science. Teachers also have an important role to play by identifying the range of careers that scientific knowledge will support. The study found that personal interest and academic ability are significant factors that influence the career aspirations of Year 12 students, it must also be acknowledged that parental influences also have a large influence on career aspirations of Year 12 students, as well as a range of other factors that will be discussed in the body of this research. The choices of university versus TAFE continue to be an issue, with the majority of students opting for university courses even when not academically able to fulfil the course requirements. Career counsellors also need to play a more active role in helping Year 12 students with decisions by being more readily accessible with relevant information, as this was one criticism of Year 12 students that participated in this research. In conclusions, it is important to note that a greater priority needs to be given to developing the quality of secondary science, and education about career pathways in science. It is very important that all students experience a science education that will make a difference in their lives whilst fostering scientific literacy. It is also important, as a society, to attract our best young minds into science as this will only endeavour to increase the competitiveness of Australian science (Goodrum, Hackling & Rennis, 2001).
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Coffey, Jane Sarah. "Youth career choices : a comparison of industry and ballet." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/974.
Full textAbstract:
In an increasingly competitive global environment the need for highly skilled, resilient workers is paramount. This study responded to this need with an investigation of the attraction and retention drivers that encourage young people to pursue their career of choice. In particular, it explored the career aspirations and drivers of career choice amongst two distinct cohorts of secondary school-aged people and the work experiences and retention drivers of a cohort of early career workers. The first phase of the study investigated the career aspirations identified by secondary school-aged young people aged from 14 to 17 years, including those enrolled in full-time secondary schooling (completing Years 11 and 12 tertiary entrance studies) and those enrolled in full-time professional dance programs who were completing their schooling via distance learning programs. The second phase of the study examined the nexus between career aspirations and work reality for young people entering a career, again encompassing the two distinct cohorts: early career participants in mainstream industry and early career dancers. The study findings help to articulate what it is that young people want from a career, the type of work they enjoy, and the characteristics of their work experiences that may impact retention. As such, it has significant implications for decision making related to future education, career and modes of work, and to drivers of performance, engagement and retention.In seeking to answer the research question: ‘What are the attraction and retention drivers that encourage young people to pursue their career of choice?’, the research design utilised a qualitative research methodology with comparative and content analysis approaches framed in a constructivist paradigm. Data collection involved 46 participants in semi-structured individual or focus group interviews, and the study was structured into two phases as described above. Additional interviews with five retired dancers served to explore and validate the dance participants’ work expectations and realities in this under-researched profession.Findings suggest that decisions about career choice are often made early in life, tend to be intrinsically driven, and are founded upon young people’s exploration of career, self and identity. Career attraction appears to be clearly associated with a passion for the type of work, a career calling, or a sense of vocation. Similarly, career retention seems to have little to do with money or the achievement of extrinsic rewards: irrespective of gender, work/life balance emerged as a key consideration across both cohorts. The study has made a significant contribution to the theoretical framework for the Foci and Bases of Commitment with the inclusion of a possible selves construct. This inclusion will inform the development of strategies that improve career attraction and retention.Developed countries face significant challenges in developing and sustaining a workforce that is equipped for an uncertain future and whose members have longer and more precarious working lives. The findings of this study suggest that the workforce preparation provided to young people by secondary and tertiary institutions is inadequate. The results reveal that dancers, even during early training, tend to have a more accurate and realistic understanding of future career realities than early career aspirants in other sectors. Furthermore, the findings highlight the need for organisations to re-evaluate their work design, development and engagement strategies in order to successfully meet these challenges.Limitations of the study include a geographical focus on Western Australia and a relatively small sample size. Despite these limitations, the study provides a sound basis for further research and investigation into the career choices of young people, linkages between possible self and work commitment, and the role and impact of passion and career calling in work retention.This is one of few studies that have provided a voice for young people in relation to career aspirations and expectations. The findings provide a greater insight into the significant impact of the career aspirations and choices of young people and what ignites and maintains a passion for their work.