Journal articles on the topic 'Career barriers'
To see the other types of publications on this topic, follow the link: Career barriers.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Career barriers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Santos, Gina Gaio. "Career barriers influencing career success." Career Development International 21, no. 1 (February 8, 2016): 60–84. http://dx.doi.org/10.1108/cdi-03-2015-0035.
Full textAbstract:
Purpose – Few research has addressed the factors that undermine people’s subjective perceptions of career success. Hence, the purpose of this paper is to further illuminate the issue of career barriers in perceptions of career success for a specific group of professionals: academics. Design/methodology/approach – This study adopts an interpretative-social constructionist methodology. Complementarily, it was employed a phenomenological method in data gathering and analysis – with the use of in-depth interviews and a theme analysis. The research was undertaken with a group of 87 Portuguese academics of both sexes and in different stages of their academic careers. Findings – The findings pinpoint the existence of multi-level barriers encountered by the academics when trying to succeed in their careers. The interviewees mentioned particularly the organizational-professional career barriers pertaining to three general themes: poor collegiality and workplace relationships; the lack of organizational support and employment precariousness; and the career progression standards and expectations. At the individual life cycle level the interviewees referred to the theme of finding balance; at the same time, the gender structure was also a theme mentioned as an important career barrier in career success, particularly by the women interviewed. Research limitations/implications – One of the limitations of this research is related to the impossibility of generalizability of its findings for the general population. Nevertheless, the researcher provides enough detail that grants the reader with the ability to judge of its similarity to other research contexts. Practical implications – This research highlights the role played by distinct career barriers for a specific professional group: academics. This has implications for higher education policy-makers and for human resources managers in higher education institutions. Originality/value – The current study extends the literature on career success by offering detailed anecdotal evidence on how negative work experiences might hinder career success. This research shows that to understand career barriers to success it is useful to consider multi-level factors: organizational-level factors (e.g. poor collegiality and workplace relationships); individual-level factors (e.g. life-cycle factors such as age/career stage); and structural-level factors (e.g. gender).
2
Swanson, Jane L., Kimberly K. Daniels, and David M. Tokar. "Assessing Perceptions of Career-Related Barriers: The Career Barriers Inventory." Journal of Career Assessment 4, no. 2 (March 1996): 219–44. http://dx.doi.org/10.1177/106907279600400207.
Full text
3
Veres, Anna, and Ibolya Kotta. "Perceived Career Barriers as a Mediator Between Career Adaptability and Life Satisfaction." European Journal of Behavioral Sciences 4, no. 1 (December 20, 2021): 38–52. http://dx.doi.org/10.33422/ejbs.v4i1.603.
Full textAbstract:
Career adaptability is a widespread concept that is embedded in the career construction theory, the essence of which is that the individual integrates their professional self-image into their career during career development. The relationship between career adaptability and life satisfaction among university students has not yet been clarified. Perceived career barriers occur due to the rapid changes and developments on a global scale expose all individuals to ongoing problems and barriers which they may not be able to cope with. These barriers can be interpreted subjectively, that is, what represents a barrier for an individual, may not be one for another. This study examining the relationship between career adaptability and life satisfaction and the perceived barriers with potentially mediating effects. A total of 562 students from the psychology and special education faculty were surveyed. Results show that career adaptability predicts life satisfaction, moreover, this relationship is mediated by perceived career barriers and coping efficacy of perceived career barriers. The aim of the research was to gain a clearer picture of university students’ career development, and to help the work of career counseling centers, which aim at reducing attrition rate. The results suggest that it is worthwhile to increase career adaptability and to identify perceived barriers to facilitate a smoother career development process.
4
Kim, Min-Jeong, and Jin Uhm. "The Effects of Career Barrier and Career Stress on Career Preparation Behavior of Female College Students: Mediation Effects of Career Resilience." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 259–73. http://dx.doi.org/10.22251/jlcci.2022.22.15.259.
Full textAbstract:
Objectives This study examined the effect of Career Barrier and Career Stress on the Career Preparation Behavior of Female College Students on Mediation Effects of Career Resilience.
Methods For these purposes, 380 female college students were selected as the subjects of this study to conduct a self-written online survey, and frequency analysis, technical statistical analysis, and correlation analysis were conducted to understand the general matters of the study. To verify that career barrier, career stress, career preparation behavior, and career resilience showed significant differences, an independent sample t-test and a One-way ANOVA were conducted, and Schefft’s post-test was conducted for variables showing significant differences. Hierarchical regression analysis was performed to verify the mediating effect of career resilience on the path in which career barriers and career stress affect career preparation behavior.
Results The major results are as follows. First, it was found that career barriers of female college students had a significant negative (-) effect on career preparation behavior. Second, it was found that female college students career stress had a significant negative (-) effect on career preparation behavior. Third, it was found that career resilience played a partial mediating role in the relationship between career barriers and career preparation behavior of female college students. Fourth, it was found that career resilience played a partial mediating role in the relationship between career stress and career preparation behavior of female college students.
Conclusions Furthermore, the Career Barrier and Career Stress extend to the related research by checking the mediated effects of career resilience in the path of predicting Career Preparation Behavior. The relevance of the current findings in terms of establishing appropriate intervention strategies for career counseling clients was discussed and the limitations of the current study and suggestions for future studies are also included.
5
Efimova, G. Z. "Barriers to Academic Career Development for University Teachers." University Management: Practice and Analysis 25, no. 4 (March 19, 2022): 55–74. http://dx.doi.org/10.15826/umpa.2021.04.036.
Full textAbstract:
Barriers to Academic Career Development for University TeachersThe relevance of the issue in the present study is determined by the fact that it is difficult to engage and retain employees (including young ones) in the academic sphere because of various career barriers, which complicate pursuing a career in higher education. The study was conducted using the method of expert interviews with 108 full-time employees of Russian universities including administration, management, academic and teaching staff. These interviews identified the key barriers to academic careers for researchers and also classified these barriers. Presented findings can be useful for HR departments of higher education institutions for building various career paths for the employees of different ages, or for identifying specific types of barriers in career development to be overcome. The results of the study are relevant for academic and teaching staff interested in career development. The prospect of further research is to conduct a quantitative analysis based on the questionnaire results received from interviewing academic and teaching staff with the use of the proposed classification of academic career barriers.
6
Kang, Ha-Na, and Yun-Hee Kim. "The impact of COVID-19 awareness on career-ready behavior in college students: Focusing on the mediating effect of perceived career barriers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 27–38. http://dx.doi.org/10.22251/jlcci.2023.23.3.27.
Full textAbstract:
Objectives This study attempted to determine whether perceived career barriers act as parameters in the relationship between perception of COVID-19 and college students' career preparation behavior.
Methods For this purpose, a survey was conducted on 311 men and women attending universities in Busan who understood the purpose and procedure of the study and agreed to participate in the study from April 26 to 30, 2021 using the perceived career barrier and career preparation behavior scale. The collected data were analyzed using the PROCESS macro Model No. 4 model of SPSS Process V3.5, Hayes (2017).
Results The results of the study are as follows. First, it was found that perception of COVID-19 and perceived career barriers had a statically significant correlation, and perceived career barriers and career preparation behavior had a negative significant correlation. Second, while the direct effect of perception of COVID-19 on college students' career preparation behavior did not have a significant effect, it was verified that the indirect effect on college students' career preparation behavior was significant through the perceived career barrier. In other words, it was found that the perceived career barrier had a complete mediating effect in the relationship between the perception of COVID-19 and the career preparation behavior of college students.
Conclusions The higher the anxiety caused by the COVID-19 situation, the higher the perception of career barriers, which can suppress career preparation behavior, suggested implications related to interventions to promote college students' career preparation behavior in the COVID-19 situation, and finally discussed the limitations of the study.
7
Mate, Susan Elizabeth, Matthew McDonald, and Truc Do. "The barriers and enablers to career and leadership development." International Journal of Organizational Analysis 27, no. 4 (September 2, 2019): 857–74. http://dx.doi.org/10.1108/ijoa-07-2018-1475.
Full textAbstract:
Purpose The purpose of this study is to contrast how the relationship between career and leadership development and workplace culture is experienced by women in two different countries and the implications this has for human resource development initiatives. Design/methodology/approach The study used a qualitative narrative research design to understand how the lived experiences of Australian and Vietnamese early- to mid-career female academics is engendered. Findings The study identified a number of key barriers and enablers that affected women’s career and leadership development. For the Australian participants, the main barrier included the competing demands of work and life and male dominated organisational cultures that discriminate against women in covert ways. The main enabler was mentoring and the building of professional networks that provided their careers with direction and support. For the Vietnamese participants, the main barriers were overt and included male-dominated organisational and societal cultures that limit their career and leadership development opportunities. The main enabler was having a sponsor or person with power in their respective organisation who would be willing to support their career advancement and gaining recognition from colleagues and peers. Research limitations/implications Gaining a deeper understanding of the barriers and enablers that effect women’s career and leadership development can be used to investigate how culturally appropriate developmental relationships can create ways to overcome the barriers they experience. Originality/value The study analysed the contrasting experiences of barriers and enablers from two cultures. The participants narrated stories that reflected on the gender politics they experienced in their career and leadership development. The narrative comparisons provide a unique lens to analyse the complex cultural experience of gender and work with potential implications for human resource development.
8
Lee, Donguk. "Influencing Factors of Career Barriers Perceived by High School Students from Multicultural Families: A Study Using the Smart PLS-SEM Approach." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 631–43. http://dx.doi.org/10.22251/jlcci.2022.22.19.631.
Full textAbstract:
Objectives This study was conducted to investigate the factors influencing perceived career barriers of high school-age multicultural adolescents. The detailed goals are 1) the relationship between parental support, friend relationship, teacher relationship and self-esteem, 2) the relationship between parental support, friend relationship, teacher relationship and career barriers perceived, and 3) self-esteem and career barriers perceived. Methods The general characteristics of the subjects were analyzed using SPSS 28.0 for 1,146 multicultural adolescents in their third year of high school, which is the 9th waves of the Multicultural Adolescents Panel Study. Structural equation modeling analysis (PLS-SEM) based on partial least squares (PLS) was used. For model evaluation of PLS-SEM, internal consistency reliability, convergent validity and discriminant validity were checked. For structural model evaluation and hypothesis testing, multicollinearity (VIF), adjusted R2, effect size (f2), predictive relevance (Q2), and statistical significance were checked. Results First, although parental support did not have a direct effect on career barrier perception, it showed an indirect effect on career barrier perception by using self-esteem as a mediating effect. Second, friend relationship had a direct negative effect on career barrier perception, and showed an indirect effect on career barrier perception with self-esteem as a mediating effect. Third, teacher relationship did not have a direct effect on career barrier perception, but showed an indirect effect on career barrier perception using self-esteem as a mediating effect. Conclusions Through the results of the study, it was confirmed that self-esteem had a mediating effect on the relationship between parental, friend, teacher relationship and career barrier perception, and parental, friend, and teacher relationship all showed a significant positive effect on self-esteem.
9
Cook, P. "Breaking the barriers to career progression [career planning]." Engineering Management 16, no. 2 (April 1, 2006): 31–33. http://dx.doi.org/10.1049/em:20060207.
Full text
10
Maharjan, Sarita. "Individual, Family Factors and Career Development of Female School Teachers." Journal of Nepalese Business Studies 14, no. 1 (December 20, 2021): 108–17. http://dx.doi.org/10.3126/jnbs.v14i1.41497.
Full textAbstract:
In Nepalese society, female people feel that they are facing many obstacles in their career development such as individual, family, organization barriers, etc. In this regard, this study is conducted to analyze barriers in female career development. So, the study's main objective is to analyze the impact of individual and family barriers on female school teachers' career development. ausal effect research design has been employed in this study to analyze the impact of the barriers on female career development. The study used a judgmental sampling technique to gather the real picture of data from female school teachers in Kathmandu valley. Multiple regression analysis techniques has been adopted to analyze the data. From the result of data analysis, it is concluded that the family issue has hampered the career development of female school teachers. This means that Nepalese female teachers have to do their office duty along with giving time for their family members, housework and child-caring, etc. This could be beneficial to school administrators, trainers, and human resource professionals who want to help female teachers for the advancement of their careers.
11
Oliveira-Silva, Ligia Carolina, and Maria Clara Cardoso de Lima. "Mental health of women in stem." Psico 53, no. 1 (October 21, 2022): e38473. http://dx.doi.org/10.15448/1980-8623.2022.1.38473.
Full textAbstract:
When we consider women’s insertion in areas of Science, Technology, Engineering and Mathematics (STEM), social patterns marked by gender inequality might produce psychological suffering. Therefore, this study aimed to analyze the relationship between perceived barriers and support in career and the prevalence of symptoms of depression and anxiety, comparing women in STEM and non-STEM careers. Participated in the study 141 Brazilian women, which completed an online survey comprising the General Health Questionnaire, Career Support Questionnaire and Career Barriers Inventory. Results indicated that the higher the perceived barriers in career, the higher the anxiety and depression rates, with an opposing relationship when support perception was considered. All regression coefficients were higher for the women in the STEM group. We conclude that it is necessary to develop strategies and policies that favor women’s mental health and psychological well-being, as well as to offer an environment that provides social support and equal career opportunities for women in STEM.
12
Hee Lee, Sang, Sang Min Lee, and Kumlan Yu. "A typology of career barriers." Asia Pacific Education Review 9, no. 2 (June 2008): 157–67. http://dx.doi.org/10.1007/bf03026496.
Full text
13
Brites da Silva, Helio, Vimolwan Yukongdi, Finia Ribeiro, and Elisabeth Barreto. "Barriers to Career Advancement in the Hotel Industry in Timor-Leste: Study of Gender Stereotyping, Old Boys’ Network and Gender Differences." Timor Leste Journal of Business and Management 3 (December 20, 2021): 34–46. http://dx.doi.org/10.51703/bm.v3i2.50.
Full textAbstract:
The hotel industry in Timor-Leste is female-dominated. However, women are under-represented in managerial and senior executive positions. This study examines the relative importance of gender stereotyping and old boys’ network variables as barriers that impact women’s and men’s career advancement in the hotel industry in Dili, Timor-Leste. A survey questionnaire was distributed at 20 hotels in Dili, Timor-Leste, and 16 hotels granted approval, represented by 385 individuals (226 women and 159 men). These data were analyzed using structural equation modeling. The results from this study indicated that gender stereotyping had a significant influence as a barrier to career advancement. Old boy’s network had no significant barrier to the career advancement for both in women versus men comparison. Furthermore, the male group scores higher than the female group in the variables of stereotyping in gender differences analysis as the higher scores represent the biases against women. This study is the first study to examine barriers for individuals’ career advancement in the hotel industry of Dili, Timor-Leste. This study suggests theoretical and practical implications on barriers for men’s and women’s career advancement and mitigates gender inequality in the organization.
14
Nurwahidin, Muhammad, and Moch Johan Pratama. "Career Barriers of Lampung University Students Force 2015 - 2021." International Journal of Social Science Research and Review 5, no. 10 (October 4, 2022): 111–21. http://dx.doi.org/10.47814/ijssrr.v5i10.510.
Full textAbstract:
This study aims to identify various obstacles faced by students in the process of planning their careers. This study uses a qualitative survey approach with 970 students of eight faculties at the University of Lampung, Class of 2015-2021. Respondents were recruited through a voluntary sampling method. The data was obtained from an instrument in the form of a survey with open-ended questions distributed online through the google form application. The data were then analyzed using thematic analysis techniques with the help of the ATLAS.ti 9 for Windows application. Through the thematic analysis process, two themes were found, namely internal and external career preparation barriers. The themes of internal career preparation barriers are various things that students perceive to hinder their career preparation process and come from themselves, including self-understanding, self-confidence, self-motivation, physical condition, mastery of skills, economic conditions, and career literacy. In contrast, external barriers include family support, mentor support, friend support, availability of connections, lecture dynamics, and campus support.
15
Bannikova, L. N., and E. V. Kemmet. "A Woman in the Man’s Culture of Engineering Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 12 (December 10, 2019): 66–76. http://dx.doi.org/10.31992/0869-3617-2019-28-12-66-76.
Full textAbstract:
The study is aimed at identifying barriers to the research career of women in the academic environment of a technical university. The authors present the results of their study of the women’s status in the academic community. The study is based on a quantitative (questionnaire survey) and qualitative (biographical interviews) analysis of the opinions of students and teachers of STEM disciplines of a technical university about the features and problems of women’s professional careers. It is established that women of the same university evaluate the presence and degree of influence of barriers to the research careers differently. In some cases, women assessing their professional status note that they do not feel professional discrimination on the basis of gender. In general, the analysis revealed that women who received a STEM education use a strategy of avoiding a research career and choosing alternative career options: either outside the academic environment, or by transitioning to teaching as a way to circumvent gender barriers in grant and publication activities.
16
O’Connell, Christine, and Merryn McKinnon. "Perceptions of Barriers to Career Progression for Academic Women in STEM." Societies 11, no. 2 (March 24, 2021): 27. http://dx.doi.org/10.3390/soc11020027.
Full textAbstract:
Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all negatively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion.
17
Hashish, Ebtsam Aly Abou. "The effect of career awareness on perceived career and talent development self-efficacy and career barriers among nursing students." Journal of Research in Nursing 24, no. 3-4 (March 13, 2019): 233–47. http://dx.doi.org/10.1177/1744987118807259.
Full textAbstract:
Background Providing effective methods of raising career awareness for nursing students could affect their career self-efficacy and enable them to overcome the potential career barriers. Aims The aim of this study was two-fold: (a) to investigate the effect of career-awareness sessions on perceived career and talent development self-efficacy and career barriers among nursing students; and (b) to determine the relationship between career and talent development self-efficacy and career barriers. Methods A quasi-experimental research study with one-group, pre-test post-test design was conducted using a convenience sample of nursing students ( N = 245) who enrolled in the second year at the Technical Nursing Institute, Alexandria University, Egypt. Career Awareness Sessions (CASs) were introduced to nursing students as the study intervention. The Career and Talent Development Self-Efficacy Scale and the Career Barriers Inventory were used to measure study variables for pre- and post-awareness sessions. Results CASs had a significant effect on study variables, where the career and talent development self-efficacy score of nursing students significantly increased after sessions. Also, the career barriers score significantly decreased after sessions ( p < 0.001). A significant negative correlation between perceived career and talent development self-efficacy and career barriers was found ( p < 0.001). Conclusions Nursing curricula should prepare nursing students by offering continuous educational opportunities to assist them in enhancing their talent development self-efficacy needed for their professional roles and to overcome their potential career barriers.
18
Woo, Yeyoung, and Dongil Kim. "The Relationship between Psychological Career Barriers and Career Indecision." Korea Association of Yeolin Education 28, no. 2 (May 30, 2020): 203–21. http://dx.doi.org/10.18230/tjye.2020.28.2.203.
Full text
19
Lan Oo, Bee, Xiyu Feng, and Benson Teck-Heng Lim. "Early career women in construction: career choice and barriers." IOP Conference Series: Materials Science and Engineering 601 (September 3, 2019): 012021. http://dx.doi.org/10.1088/1757-899x/601/1/012021.
Full text
20
Adhikary, Jyoti Regmi. "Barriers to Career Progression: A Study of the Perceptions of Nepali Women Employees." Journal of Business and Management Research 1, no. 2 (September 26, 2016): 17–32. http://dx.doi.org/10.3126/jbmr.v1i2.15657.
Full textAbstract:
Recent decades have witnessed unprecedented changes in workforce composition, resulting in women’s increased involvement in the labor force. However, the proportion of women employees vary significantly within various organizational levels, with more women confined to junior level positions within organizations. This study, conducted in two phases, explored the career progression barriers as perceived by Nepali women employees to develop a set of 22-items questionnaire which was then used to examine how 114 women employees perceived those barriers in their career in management. Effort was also made to find if the perceived barriers were specific to any sub-group (position, job responsibility, and/or organization type). Findings of the study revealed that societal-related barrier was most prominent within which marriage during prime of career significantly hampered the career development of Nepali women employees. Further analysis indicated that the perceived barriers were not specific to any sub-group. These results have implications for organizations to improve policies and facilities in order to promote women’s career progression. Limitations of the study are identified and suggestions for future results are discussed.Journal of Business and Management Research, Vol. 1 (2), 2016, pp. 17-32
21
Adeniran, Rita K., Anand Bhattacharya, and Rani Shrivastava. "Facilitators and Barriers to Advancing in the Nursing Profession: Voices of U.S.- and Internationally Educated Nurses." Clinical Scholars Review 8, no. 2 (2015): 241–48. http://dx.doi.org/10.1891/1939-2095.8.2.241.
Full textAbstract:
Background:Career advancement programs recognize nurses in the clinical area. Despite the advantages, not all nurses participate in the process.Purpose:To identify factors that influence career advancement among internationally educated nurses (IENs) and those educated in the United States (UENs).Methods:IENs and UENs participated in an online survey, which consisted of 2 open-ended questions asking them to discuss opportunities and barriers that have influenced participation in career advancement. Responses were analyzed using quantitative and qualitative content analysis.Results:Healthy work environment, commitment to advancement in the profession by the individual nurse and availability of external support by family, organization, and/or mentors positively influenced career advancement. Barrier themes were poor work environment, complacency, and competing priorities. Nurses identified limited opportunities to advance in areas of interest as a reason for less participation.Conclusion:Organizational leadership plays an important role in creating environments where nurses can advance their careers.
22
Guo, Yu. "Career barriers for social work students in China." Journal of Social Work 17, no. 6 (June 7, 2016): 732–48. http://dx.doi.org/10.1177/1468017316651996.
Full textAbstract:
Summary The current research aimed to develop a multi-dimensional scale on the career barriers of social work undergraduates in China. In Study 1, an open-ended survey ( N = 202) and group discussion ( N = 6) among social work undergraduates were conducted, which generated 37 items on career barriers. Based on these items, a scale was developed in Study 2 through a survey study among another sample of Chinese undergraduates majoring in social work ( N = 415). Findings Results from principal component analysis revealed a three-factor structure underlying these items (attitudinal barriers, normative barriers, and control barriers). It was also found that attitudinal barriers and normative barriers served as significant predictors for satisfaction with academic major and occupational intention. Satisfaction with academic major also mediated the relations between these two types of career barriers and occupational intention. Results related to the predictive validity of control barriers were mixed. Applications These findings carry both theoretical and practical implications for career education and career counseling practices. This research developed a scale on career barriers for Chinese undergraduates majoring in social work. In career counseling practice, this instrument may serve as a tool to identify individuals' specific career barriers, and may guide counselor's further intervention for clients.
23
차아름 and Heekyung Lee. "The Effect of Psychological Career Barriers and Environmental Career Barriers on Career Preparation Behavior: Hope as a Mediating Variable." Korea Journal of Counseling 15, no. 1 (February 2014): 343–58. http://dx.doi.org/10.15703/kjc.15.1.201402.343.
Full text
24
Holloway-Friesen, Holly. "Acculturation, Enculturation, Gender, and College Environment on Perceived Career Barriers Among Latino/a College Students." Journal of Career Development 45, no. 2 (September 21, 2016): 117–31. http://dx.doi.org/10.1177/0894845316668641.
Full textAbstract:
This study examined the role culture and college environment had on the perception of ethnic and gender career barriers of 138 Latino/a college students. Specifically, background characteristics (i.e., parent education, immigration status, and sex), acculturation, enculturation, and college environment on perceived ethnic/gender barriers were examined. Results showed 18% of the variance in perceived ethnic and gender career barriers were predicted by sex, acculturation, and college environment. As expected, sex, acculturation, and college environment negatively predicted perceived ethnic and gender career barriers. Latinas anticipated discrimination in future worksites more than Latino males. Acculturation and a welcoming college environment that supported diverse students predicted lower perceived ethnic and gender career barriers. Enculturation did not significantly predict perceived career barriers. Supporting the hypothesis, an interaction effect between sex and college environment predicted perceived career barriers. Implications for practice and future research are discussed.
25
Lindstrom, Lauren, Robin M. Harwick, Marcus Poppen, and Bonnie Doren. "Gender Gaps." Career Development and Transition for Exceptional Individuals 35, no. 2 (January 2012): 108–17. http://dx.doi.org/10.1177/2165143412437737.
Full textAbstract:
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.
26
Kirton, Gill. "Alternative and parallel career paths for women: the case of trade union participation." Work, Employment and Society 20, no. 1 (March 2006): 47–65. http://dx.doi.org/10.1177/0950017006061273.
Full textAbstract:
This article argues that a broader, horizontal and multiple concept of career helps us to understand women’s union participation. Women frequently commit to and actively balance more than one significant life activity - each of which can be conceptualized as a career - in the public and private spheres. These careers inter-relate and overlap, sometimes complementing each other, sometimes conflicting; thus commitment to, progression in, or setbacks for one mode of career cannot be understood without appreciation of the others. The study shows that within a context of gendered employment barriers and constraints, a trade union career can often constitute an alternative or parallel career for women, to which some women commit the energy and resources many people reserve for their paid work careers. The article also explores the private meanings attached to careers, revealing union careers as a subjective and moral project.
27
Gander, Michelle, Antonia Girardi, and Megan Paull. "The careers of university professional staff: a systematic literature review." Career Development International 24, no. 7 (November 11, 2019): 597–618. http://dx.doi.org/10.1108/cdi-07-2018-0191.
Full textAbstract:
Purpose Human capital is a key component of the success of organisations, and career development of staff is a vital component to both increasing and retaining human capital. Universities are no different, their people are key to their mission. There has been limited rigorous study of the careers of professional staff in the academy. The paper aims to discuss these issues. Design/methodology/approach A systematic literature review methodology resulted in a review of 23 articles dedicated to research on careers of professional staff in higher education (HE). Thematic analysis identified a series of enablers and barriers that influence career development and progression. Findings Career enablers and barriers have been found to exist at both the institutional and individual levels. Within the HE context, professional staff have a hybrid career mindset, desiring traditional and more contemporary career factors, leading to a reciprocal relationship between the organisation and the individual. Research limitations/implications There is a need for future research to investigate the hybrid career mindset, and the reciprocal relationship, both to add depth to understanding of careers for professional staff in universities, and to examine this in other settings. Practical implications Universities may need to consider ways to integrate institutional support for high performance work systems (HPWS) with opportunities for professional staff, while individuals may need to consider adopting career self-management behaviours (CSMB) to fit their hybrid mindset. Originality/value This review has highlighted organisations and individuals will benefit if the relationship between HPWS and CSMB is better understood for the hybrid career mindset.
28
Ambri, Sabirah, Lokman Mohd Tahir, and Rose Alinda Alias. "An Overview of Glass Ceiling, Tiara, Imposter, and Queen Bee Barrier Syndromes on Women in the Upper Echelons." Asian Social Science 15, no. 1 (December 28, 2018): 8. http://dx.doi.org/10.5539/ass.v15n1p8.
Full textAbstract:
The increasing women participation in the upper management level has been a comprehensive research study for women and career studies. Although only a few of them have had successfully broken the glass ceiling, they still have to struggle to keep up with the opposite gender. The purpose of the research study is to review past research studies on the glass ceiling syndrome, tiara syndrome, imposter syndrome, and queen bee barrier syndromes that commonly occur in women’s career progression and understand how it affects women’s career success. This paper reports the results of a literature review on four barrier syndromes in 45 combinations of research paper, books, magazine, thesis and discussion paper. Women need to have skills and ability in order to be leaders of upper management. The result of the study could provide a better understanding of the barriers that effects the women leaders in becoming successful. Thus, this research is conducted to gather and review the literature on the barrier syndromes and how it affects women’s success in their careers.
29
Khan, Sania. "Analyzing the career development barriers faced by rural women in India." Problems and Perspectives in Management 20, no. 1 (January 28, 2022): 143–52. http://dx.doi.org/10.21511/ppm.20(1).2022.13.
Full textAbstract:
In India, one of the most populous countries in the world, women make up approximately half of the country’s population. While most of Indian women hold the highest educational degrees and enter the workforce almost in every sector, rural women are lagging behind in their career development. The study was aimed at investigating the factors that inhibit and challenge rural women to progress in their career development. The study was conducted in two folds of data collection. The first fold is qualitative data using interviews with 10 rural women and their analysis using thematic analysis, and the second fold is quantitative research and data collection from 148 rural women using a semi-structured survey questionnaire based on the identified themes and analyzed using SPSS. The findings of the study illustrated various barriers related to personal, social, family, economic, and infrastructure issues. Respondents spoke about several challenges they face with not having support to continue their higher studies. Eighty-five percent of rural women demonstrated they are suppressed in society due to gender stereotypes and are predominantly overburdened with family responsibilities. Furthermore, the study recommends significant implications for Indian women and the government from a global perspective.
30
이동혁, 정지희, and 황윤미. "The Relationships between Task-approach Skills, Career Identity, Career Barriers, and Career Maturity." Korea Journal of Counseling 13, no. 2 (April 2012): 855–75. http://dx.doi.org/10.15703/kjc.13.2.201204.855.
Full text
31
Giuliani, Meredith Elana, Nishin Bhadkamkar, Sam Joseph Lubner, Michal Tibbits, Jennifer Tseng, and Jamie H. Von Roenn. "The clinician educator career in oncology." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11022. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11022.
Full textAbstract:
11022 Background: There has been progress in both the definition of the work of a clinician educator (CE) and the skillset required. The CE career pathway has not been studied in oncology. Our aim is to study the current state of oncologists’ identification as a CE and their perceptions of the barriers and enablers for a CE career. Methods: A 27-item cross-sectional survey was completed by ASCO program directors (PDs) and associate/assistant PDs (APDs). The survey asked about their current career and perceptions about CE careers including barriers/enablers. Prior to distribution, the survey was reviewed by experts in oncology education and approved by the ASCO Education Council. Frequency statistics are presented. Results: Eighty-eight of 297 PDs/APDs responded (30%). 70 (80%) perceived CE as a viable career track, 48 (55%) had a CE track available to faculty at their institution and 72 (82%) considered themselves as a CE. Most PDs/APDs (59; 67%) reported no formal medical education training for their trainees and the majority (67; 76%) did not have a CE track for their fellows. While medical education responsibilities are perceived to be common amongst graduates (39% reporting >50% of graduates), 59 (67%) of PDs/APDs reported <10% of their trainees pursue medical education as a research focus. Compared to clinical, laboratory or discovery research, 71 (81%) of PDs/APDs felt their fellows were less or significantly less prepared for a career in education research. Table highlights the perceived barriers/enablers to a CE career. Conclusions: Many PDs/APDs perceive themselves as clinician educators. However, little to no formal education training currently exists to identify and nurture trainees into careers in education. Identification of training milestones in education and establishing guidelines for academic promotion for CEs in oncology are needed.[Table: see text]
32
Lee, Nan. "The Structural Relationship between Core Competencies, Career Adaptability, and Career Barriers of College Students." Korean Association of General Education 16, no. 2 (April 30, 2022): 437–52. http://dx.doi.org/10.46392/kjge.2022.16.2.437.
Full textAbstract:
The purpose of this study is to analyze the relationship between college students' SUPER core competencies, career adaptability, and career barriers, so that college students can recognize the linkage between core competencies for career development and education in the future. For this purpose, SUPER core competencies, career adaptability, and career barriers were measured for 309 university students at J University. The measured results were analyzed with a structural equation model using the SPSS ver 25.0 and AMOS ver 25.0 programs. The analysis results are as follows: First, some core competencies were higher among female students than male students, high in medical science colleges, and low in business colleges. The age problem of career barriers was higher in male students and third year students, and the lack of job information, lack of interest and future anxiety were higher in medical science colleges and lower in culture and tourism colleges. Second, the ‘skewness’ and ‘kurtosis’ criteria were satisfied by verifying whether each variable satisfied the normal distribution. Also, the correlation of each variable showed that core competency and career adaptability had a positive relationship, core competency had a negative relationship with career barriers, and career adaptability and career barriers had a negative relationship. Third, as a result of analyzing the estimability and fit of the structural regression model for the verification of the research model, a good fit was shown, and the suitability of each variable was confirmed through confirmatory factor analysis. Fourth, the core competency for career adaptability was statistically significant and had an explanatory power of 49.8%. Core competencies for career barriers were not statistically significant. Career adaptability to career barriers was statistically significant and had an explanatory power of 37.8%. This means that the higher the level of core competencies, the higher the career adaptability, and the higher the career adaptability, the lower the career barriers. Based on the results of this study, the conclusions are summarized as follows. First, there are differences in some factors of SUPER core competency, career adaptability, and career barriers according to gender and major. Thus, an approach to core competency and career barriers by gender and college is required. Second, universities should provide opportunities to college students through subjects and non-course curriculum so that they can achieve the core competencies required in the society of the 4th Industrial Revolution. Third, in order to strengthen and improve the core competencies of college students, it is also necessary for instructors to inform college students of a system that can recognize what core competencies are lacking, as well as to enlighten them on specific methods and guidelines for their cultivation.
33
Sadauskaitė, Raimonda, and Antanas Kairys. "Perceived Career Barriers Scale: Validation for a Lithuanian Sample." Psichologija 65 (December 30, 2021): 56–63. http://dx.doi.org/10.15388/psichol.2021.46.
Full textAbstract:
Career is undoubtedly an essential part of people’s lives. Unfortunately, career development does not necessarily go smoothly because various circumstances, such as career barriers, might constrain career development. Therefore, it is important to have valid and reliable instruments that help evaluate and understand this phenomenon. The current study aimed to test the validity of the Lithuanian version of the Perceived career barriers scale. The sample included 382 participants aged from 18 to 63 years (M = 37.5 years, SD = 13.6). Two hundred twenty-six of the participants were females, 155 were males, and one did not disclose their gender. The Perceived Career Barriers Scale was translated from the German language using the back translation technique. Its construct validity was confirmed by confirmatory factor analysis. Results also showed that the scale is reliable. Convergent validity of the scale was also confirmed – perceived career barriers correlated with career self-efficacy, Past Negative time perspective, Present Fatalistic time perspective, and Future Negative time perspective. The Perceived Career Barriers Scale may be used for further research, although it is recommended to conduct a more comprehensive validity evaluation.
34
Mayer, Anne-Sophie, Kim Strunk, Andreas Ihl, and Marina Fiedler. "Career Barriers in the Gig Economy." Academy of Management Proceedings 2020, no. 1 (August 2020): 16512. http://dx.doi.org/10.5465/ambpp.2020.16512abstract.
Full text
35
Aceves-Blumenthal, Carmen. "Barriers to a Career in Pharmacy." Journal of Pharmacy Teaching 3, no. 2 (1992): 115–20. http://dx.doi.org/10.1300/j060v03n02_10.
Full text
36
Burge, Gary D. "Six Barriers to Veterinary Career Success." Journal of Veterinary Medical Education 30, no. 1 (March 2003): 1–4. http://dx.doi.org/10.3138/jvme.30.1.1.
Full text
37
McWhirter, Ellen Hawley, Danielle Torres, and Saba Rasheed. "Assessing Barriers to Women's Career Adjustment." Journal of Career Assessment 6, no. 4 (September 1998): 449–79. http://dx.doi.org/10.1177/106907279800600406.
Full text
38
Rossler, Michael T., Charles Scheer, and Michael J. Suttmoeller. "Patrol career interest and perceptions of barriers among African-American criminal justice students." Policing: An International Journal 42, no. 3 (June 10, 2019): 421–40. http://dx.doi.org/10.1108/pijpsm-06-2018-0078.
Full textAbstract:
PurposeThe purpose of this paper is to evaluate whether black and African-American criminal justice students perceive barriers to a police patrol career differently than white students, and whether the perceptions of these barriers impact desire to enter a police patrol career.Design/methodology/approachThe current inquiry uses a self-administered survey of over 630 undergraduate students in criminal justice classes across five public universities.FindingsFindings suggest that African-American students differ significantly from white students in perceived social disapproval of patrol careers, respect for police and perceptions of whether the police engage in racial profiling. These perceptions display a significant indirect relationship indicating lower patrol career interest for black and African-American students compared to all other races.Research limitations/implicationsResearch limitations of the current inquiry include the lack of a nationally representative sample, the use of four-year university students as a sample to represent the potential police patrol applicant pool, and the use of a survey instrument to gauge respondent beliefs about patrol careers as opposed to actions they would take in pursuit of a police career.Practical implicationsFindings from the current inquiry indicate that departments may need to focus more on improving global perceptions of the police and discussing the nature of the career with recruit social support structures. Police recruiters should focus on techniques such as addressing social isolation experienced by the police rather than on decreasing standards for background checks or simply increasing awareness of police careers.Originality/valueThe current inquiry is one of the first to explore perceptions of barriers to entering a patrol career among CJ students. It is also among the first to examine the impact these perceptions have on patrol career interest. The findings may also help criminal justice instructors more fully discuss these barriers with students of color.
39
Hardin, Marie, Stacie Shain, and Kelly Shultz-Poniatowski. "“There's No Sex Attached to Your Occupation”: The Revolving Door for Young Women in Sports Journalism." Women in Sport and Physical Activity Journal 17, no. 1 (April 2008): 68–79. http://dx.doi.org/10.1123/wspaj.17.1.68.
Full textAbstract:
In the first part of a longitudinal study to explore the factors that impact career longevity of women in sports journalism, women who have worked in the field for less than two years were interviewed about barriers and opportunities in regard to their career success. Three general themes emerged during the interviews: (a) being a woman is not a barrier but is instead an (unfair) advantage; (b) the world of sports is a man’s world; and (c) family responsibilities will likely change, or perhaps end, their careers. The outlook of participants is grounded in the belief that gender roles, which will force these women from their careers, are natural. These interviews suggest that it no longer takes locker-room harassment to turn women away from practicing sports journalism; it simply takes the prospect of having a family.
40
Hwang, Ye-Rin, and You-Me Kim. "Pre-service Teachers’ Career Calling and Career Decidedness: The Mediation Effects of Career Barriers and Carrer Decision Making Self-efficacy." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 7 (April 15, 2021): 42–435. http://dx.doi.org/10.22251/jlcci.2021.21.7.425.
Full text
41
Gibbons, Melinda M., Anna Lora Taylor, Emily Brown, Stephanie K. Daniels, Erin E. Hardin, and Sam Manring. "Assessing Postsecondary Barriers for Rural Appalachian High School Students." Journal of Career Assessment 28, no. 1 (April 28, 2019): 165–81. http://dx.doi.org/10.1177/1069072719845329.
Full textAbstract:
Social cognitive career theory indicates that perceived barriers negatively affect career and educational self-efficacy beliefs and may also impact interests, goals, and actions. However, measurement of barriers has produced mixed results, and few quantitative studies explore the perceived barriers of rural Appalachian students. In this series of studies, we explored the perceived educational and career barriers of rural Appalachian high school students. Our goal was to identify perceived barriers, but as initial results were analyzed, we then shifted to how best to measure barriers and how culture impacted the reporting of barriers by rural Appalachian students. The results of our mixed-method series of studies offer ideas on how cultural values and beliefs may skew reporting of contextual influences on career and education.
42
Biju, Seena, Khyati Shetty, and Jason R. Fitzsimmons. "Perceived barriers to career progression amongst female students: evidence from India and the United Arab Emirates." Gender in Management: An International Journal 36, no. 6 (June 18, 2021): 697–713. http://dx.doi.org/10.1108/gm-06-2020-0197.
Full textAbstract:
Purpose The purpose of this paper is to explore the perceptions of barriers to career progression among female university students. While significant literature has examined career enhancement in the context of employed women, little work has explored the perceptions of future career challenges of females about to enter the workforce and embark on their careers. This study derives its motivation from research findings that confirm that women need additional focused preparation for career advancement opportunities. Design/methodology/approach The study used a sample of 484 Indian female university students located in the United Arab Emirates and India. The study uses the established Career Pathways Survey scale (Smith et al., 2012a) to measure the four dimensions Denial, Acceptance, Resignation and Resilience to career progression. Structural equation modeling was used to model the four constructs as indicators of perceived barriers to progress. Findings The study finds that among the female students about to embark on their career journey, there is a strong desire toward achieving career success. The model is validated by the use of a structural equation model, and findings indicate that there is a strong sense of Resilience and an element of uncertainty about whether perceived career progression will be satisfying overall. No significant differences were observed in the perceptions across the two geographical locations. The findings suggest that continued efforts in preparing female graduates for career success are warranted. Practical implications The Career Pathways Survey may be a useful method to assist young women in identifying their career goals prior to entering the workforce. Interventions through training programs during their higher education may be beneficial in addressing perceptions that might hinder their later career growth. Originality/value This paper contributes to the understanding of the perceived barriers to career progression for women. Prior research has concentrated on career progression in the context of employed women. This study extends that work to understand the perceptions of women about to embark on their career journey.
43
Kim, Mi Ree, and You-Me Kim. "Multi-Cultural Adolescents' Achievement Motivation and Perceived Career Barriers: The Mediating Effects of Parental Support and Social Withdrawal." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 57–69. http://dx.doi.org/10.22251/jlcci.2022.22.20.57.
Full textAbstract:
Objectives The purpose of this study is to identify the mediating effect of parental support and social withdrawal on the relationship between achievement motivation and perceived career barriers of multi-cultural adolescents. Methods For this purpose, this study used data of 1,197 multi-cultural adolescents who participated in the 8th year of the “Multicultural Adolescent Panel Survey(MAPS)” established by the National Youth Policy Institute (NYPI) and analyzed using SPSS 25.0 and PROCESS Macro 3.1. Results The results are as follows. First, multi-cultural adolescents' achievement motivation had a significant effect on perceived career barriers. Second, multi-cultural adolescents' parental support significantly mediated the relationship between achievement motivation and perceived career barriers. Third, there was a significant mediation effect of multi-cultural adolescents' social withdrawal on the relationship between achievement motivation and perceived career barriers. Fourth, multi-cultural adolescents' parental support and social withdrawal sequentially mediated the relation between achievement motivation and percieved career barriers. Conclusions Multi-cultural adolescents' parental support and social withdrawal partially mediate the relationship between achievement motivation and perceived career barriers. This study implies that when developing the counseling program to reduce multicultural adolescents’ perceived career barriers, researchers should give greater weight to achievement motivation and, at the same time, actively consider parental support and social withdrawal.
44
Gregor, Margo A., Heather V. Ganginis Del Pino, Alejandra Gonzalez, Samsara Soto, and Marianne G. Dunn. "Understanding the Career Aspirations of Diverse Community College Students." Journal of Career Assessment 28, no. 2 (May 26, 2019): 202–18. http://dx.doi.org/10.1177/1069072719849872.
Full textAbstract:
The purpose of the study was to examine the relative contributions of career predictors (self-efficacy, career barriers, and coping-efficacy for overcoming barriers) in predicting educational and achievement aspirations in a diverse sample of community college students. Data from 236 community college students were utilized. Results from hierarchical regressions suggested that career-decision self-efficacy, college self-efficacy, compromising career for partner, perceptions of barriers, and coping efficacy in overcoming barriers were unique predictors of achievement and educational aspirations. As hypothesized, coping efficacy accounted for variance above and beyond the contributions of self-efficacy and barriers in predicting aspirations. Implications of these findings for research and practice are discussed.
45
Vermeer, Sayer-Jane, Ben Stickle, Mark Frame, and Michael Hein. "Reasons and barriers for choosing police careers." Policing: An International Journal 43, no. 5 (August 23, 2020): 817–30. http://dx.doi.org/10.1108/pijpsm-05-2020-0074.
Full textAbstract:
PurposeAs tensions between the police and community grow, one often called upon solution is a more diverse police force. However, building diversity presents many challenges, especially if there are barriers for choosing a career as a police officer. The present study explores motivations and barriers to becoming a police officer to help reduce the disparity between the community and police.Design/methodology/approachAn online survey of 344 persons in the US asked respondents to identify the motivations and barriers to choosing a career as a police officer. Survey questions centered on issues related to trust, police culture, practices of the police and lack of awareness of career opportunities.FindingsResults indicated that higher trust of the police, positive perceptions of police fairness and knowledge of potential police career opportunities increased an individual's interest in pursuing a career as a police officer. At the same time, negative views in these areas were barriers to interest in policing. These results give insight into where efforts can be focused to increase interest in becoming a police officer.Originality/valueThere is a lack of research on factors leading to an interest in a policing career. This study provides insight into the reasons for and barriers to entering a career in policing and provides a starting point for future research and practical implications for police departments seeking to increase interest in a policing career.
46
Braches, Birgit, and Carole Elliott. "Articulating the entrepreneurship career: A study of German women entrepreneurs." International Small Business Journal: Researching Entrepreneurship 35, no. 5 (June 17, 2016): 535–57. http://dx.doi.org/10.1177/0266242616651921.
Full textAbstract:
This article examines how German women construct accounts of entrepreneurship as a gendered career. While becoming an entrepreneur was deemed preferable to not having a career, the interpretative repertoires emerging around entrepreneurial careers mainly referred to structural barriers. These included ‘anti-child anti-woman’ attitudes within German society or acceptance of the ‘male game’ due to gendered role expectations embedded within social institutions. Interpreted from a career perspective, the findings indicate that entrepreneurial careers do not meet women’s expectations as they are subject to the same gendered constraints as those faced in waged employment. The article contributes to boundaryless career theory by illustrating how, even within a country of high employment rates and talent shortage, Germany’s status as a conservative welfare state builds gender inequality into entrepreneurial women’s lives to constrain career choices.
47
Park, Jeong-Hye, and Se-Won Kang. "College Life Adjustment, Life Stress, Career Barriers, and Career Decision-Making Self-Efficacy of College Students Who Have Experienced COVID-19 in South Korea." Healthcare 10, no. 4 (April 11, 2022): 705. http://dx.doi.org/10.3390/healthcare10040705.
Full textAbstract:
University life is challenging for students, given the college life adjustment, life stress, career barriers, and career decision-making self-efficacy required. COVID-19 has made this even more complex. This study investigated the relationships among these factors in college students who experienced COVID-19. Data were collected using an online cross-sectional structured survey of 1242 university students from December 2020 to January 2021. Data were analyzed via independent-sample t-tests, one-way ANOVAs, Pearson’s correlation coefficient, multiple regression, and logistic regression, using SPSS. College life adjustment was significantly correlated with life stress (r = −0.255, p < 0.001), career barriers (r = −0.429, p < 0.001), and career decision-making self-efficacy (r = 0.531, p < 0.001). The regression analysis showed that career barriers, career decision-making self-efficacy, and grade level had a total explanatory power of 33.7% for college life adaptation. The logistic regression analysis showed that the odds ratio (OR) of career barriers being low in the group with a high college life adaptation score was 2.045 (p < 0.001), and the OR of career decision-making self-efficacy being high was 4.107 (p < 0.001), as compared to the group with a low score. To increase college students’ adaptation to college life, career support programs that improve career barriers and career decision-making self-efficacy should be developed.
48
İnandi, Yusuf. "The barriers to career advancement of female teachers in Turkey and their levels of burnout." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1143–52. http://dx.doi.org/10.2224/sbp.2009.37.8.1143.
Full textAbstract:
The purpose of this study was to determine whether the career barriers that female teachers working in Turkish elementary schools have experienced predict their levels of burnout. The correlation research method was used and multiple regression analysis was conducted on data obtained from 1,076 teachers randomly selected from elementary schools in 7 geographical regions in Turkey. It was found that career barriers resulting from the school and the environment were predictive of emotional exhaustion and level of personal accomplishment, career barriers resulting from societal gender stereotypes were predictive of personal accomplishment, and career barriers resulting from school and environment predicted depersonalization.
49
Rossler, Michael T., Cara E. Rabe-Hemp, Meghan Peuterbaugh, and Charles Scheer. "Influence of Gender on Perceptions of Barriers to a Police Patrol Career." Police Quarterly 23, no. 3 (March 4, 2020): 368–95. http://dx.doi.org/10.1177/1098611120907870.
Full textAbstract:
Policing as an institution has been under immense pressure to increase the representation of women as police patrol officers. As the representation of women in policing has plateaued, increasing research has focused on barriers to women entering patrol work but has not examined the salience of these barriers with respect to males or reliably determined which barriers are most influential to desire to enter a police patrol career prior to employment. Drawing upon survey responses from more than 640 students enrolled in criminal justice courses across five universities (i.e., University of Southern Mississippi, Illinois State University, University of Massachusetts-Lowell, Indiana University-Purdue University Indiana, and Missouri State University), the current inquiry examines the degree to which female and male students differ in their perceptions of barriers to entering a patrol career frequently listed in the literature. The findings indicate that female students view many of these obstacles differently than male students and that these perceptions influence interest in patrol careers.
50
Gregor, Margo A., Ingrid K. Weigold, Ginelle Wolfe, Devynn Campbell-Halfaker, Javier Martin-Fernandez, and Heather V. Ganginis Del Pino. "Positive Predictors of Career Adaptability Among Diverse Community College Students." Journal of Career Assessment 29, no. 1 (June 16, 2020): 115–28. http://dx.doi.org/10.1177/1069072720932537.
Full textAbstract:
Career Construction Theory (CCT) posits that an individual’s vocational development occurs as a product of their readiness, resources, and responses to the environment in which they are situated. Thus, an individual’s ability to adapt to environmental demands is predicated on a number of complex and interwoven inter- and intrapersonal factors. This is particularly relevant to the community college student population who, relative to their 4-year university counterparts, experience disparate rates of educational barriers. Therefore, the purpose of this study was to use CCT as a theoretical framework for investigating the relations among agentic characteristics (personal growth initiative and grit), barriers (perceptions of academic and educational barriers and coping with barriers), and career adaptability in a sample of diverse community college students. Data from a sample of 309 community college students indicated that perceptions of barriers significantly predicted career adaptability through coping with barriers, grit, and personal growth initiative. Serial mediation was supported for the effect of perceptions of barriers on career adaptability through personal growth initiative and coping with barriers. Results also indicated that the proposed model accounted for 55% of the variance in career adaptability. Implications of these findings for research and practice are discussed.