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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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Geddes, Jean. "Women in management : barriers to career progress". Thesis, London Metropolitan University, 2002. http://repository.londonmet.ac.uk/1428/.
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This study of women in management was initiated to explore, through women managers themselves, the barriers they thought were hindering their progress up the management hierarchies in BT. To facilitate this study the first former utility organisation to be privatised was approached to be the case study. At the time the organisation, which was undergoing a major organisational change programme aimed at taking it from the utility provider it had been to the dynamic private company it wanted to be, was gaining a reputation for enlightened equal opportunity policies. It had a vigorous gender champion and an equal opportunities department that had ensured circulation of the organisation's equal opportunities policies to all members of staff. BT employed a large number of women managers in different functions, working in different locations throughout the UK and in a number of positions in the management hierarchy short of the most senior management or director levels. It therefore presented a unique opportunity to study women in the management pipeline from across a broad spectrum of jobs and backgrounds, women who were not being promoted in the same proportions as their male counterparts. To examine their circumstances a mixed methodology was used drawing on aspects of feminist, positivist and pragmatic models because each offered an essential element of the mix needed to satisfy the requirements for undertaking the study. As the researcher was both a manager employed by the case study organisation and a woman there were elements of feminist methodology that guided involvement and personal interest in the study. The culture of the case study organisation was such that it was driven by the quantitative measures offered by positivism. An implicit element of the agreement between researcher and case study organisation was therefore that elements of the findings should reflect this requirement. Finally, a pragmatic approach to undertaking the study underpinned the dialogue between researcher and case study organisation as ways were explored for carrying out the investigation. While it cannot be assumed that the same barriers to progress for women managers found in the case study organisation exist for women managers in other organisations, the findings of this study have nevertheless highlighted issues beyond the borders of the organisation. Firstly, they confirm the conclusions of previous research that women have been both horizontally and vertically segregated in areas of organisations from which progress into top management positions is more difficult to achieve. Secondly, the study casts new light on the pressures that women face when trying to reconcile the needs of work and caring responsibilities. Women's ambitions are still tempered by their place in the home as carer and partner and many are prepared to subordinate their career opportunities to the needs of their family. Most crucially, the study highlights the extent to which women's aspirations are bounded by their work experiences. It has been assumed that organisational cultures have been becoming more sympathetic towards the inclusion of women managers and more prepared to encourage women to progress but the evidence of this study is that this operates at the level of rhetoric instead of action. The organisational structures and management styles presented barriers that flattened the ambition of women and exposed them to bullying, intimidation and harassment. Nurtured by an uncompromisingly macho company culture underpinned by an old boys' network, the barriers that women encountered served to suppress initiative and detain them at lower levels of management. Many women felt that because of this they were stifled, inhibited from improving their own or the organisation's performance. Furthermore, this study demonstrates that the nebulous nature of these insidious discriminatory practices renders them almost impenetrable. Just as BT shares a history and culture similar to several other former utility organisations so it is probable that these practices are mirrored in other organisations. Finally, the assumptive base of some recent analysts question the ways in which women are likely to progress in management. It has been assumed that the excellent educational achievements of women in recent years will automatically translate into increased opportunities for high office in organisations. However the findings of this study show that the organisational climate in which women find themselves has a larger impact on their progress. In this study the women with the highest qualifications were clustered in the lowest ranks in the division of the organisation that showed most resistance to gender diversity. Therefore while education may enhance a woman's opportunities, it does not automatically position her for higher office. The other assumption that women are increasingly limiting their own career opportunities by making positive decisions to remain at the lowest positions in the management pipeline, through positive lifestyle choices, are challenged by the findings here. It was only when women found themselves hampered and unlikely to progress or thought that the harmony of their home lives was threatened that they decided to limit their options. Otherwise, many of them stated, they would have relished the challenge of higher office. As this study shows, it would clearly be a disservice to these women managers to confuse their forfeiture of ambition because of the prevailing hostile organisational climate or for family reasons, with their positively deciding to limit their careers.
3
Chik, Tsan-ming, i 植燦明. "Career barriers of newly arrived women in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31250919.
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Harris, Octavia A. "Exploring General Career Barriers and Self-Constructed Career Impediments of Minority Women Managers and Leaders". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4448.
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In 2016, the U.S. Census Bureau indicated only 39.1% of women occupied management and leadership occupations. The absence of women in leadership roles minimizes career aspirations, reduces the benefits of gender diversity, and lowers growth opportunities for women. The purpose of this interpretive hermeneutical phenomenological study was to unveil the lived experiences of a sample of minority women managers and leaders in the finance and insurance sector in Central Florida who encountered general career barriers and self-imposed career impediments that hindered them from advancing. The conceptual framework that guided this study was the social cognitive career theory coupled with the self-efficacy theory. Data were collected through semistructured interviews with 8 minority mid-level managers and leaders in the finance and insurance industry in Central Florida. Data were analyzed using the modified van Kaam method reformed by Moustakas. Five themes emerged from the data: General career barriers, self-imposed career impediments, career challenges, career management strategies, and career barrier counsel. These results may contribute to social change by raising awareness about career impediments that can discourage career paths of women and illuminating strategies regarding how to maneuver through interferences. Women can take control of their lives and modify their career paths. When organizational managers and leaders become more self-aware of the perceived career obstructions, they can initiate the appropriate training to help their employees maneuver, overcome, and navigate through difficulties.
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Bester, Jonell. "The perception of career barriers among South African university students". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6719.
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Thesis (MA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: It has become evident over the past several years that there are a substantial number and a variety of career-related barriers that individuals perceive and experience in the workplace and that consequently interfere with their career development. Up to date, a vast amount of studies have investigated and reported on this topic world wide, yet little research has been gathered regarding the career-related barriers that South African citizens, especially students from higher educational institutions, perceive or experience. The aim and purpose of this quantitative research study was therefore to explore the diverse barrier perceptions and experiences of South African university students by means of determining the degree to which a range of internal and external barriers would hinder or has hindered their career development and whether these barriers (a) vary by gender, (b) vary by race/ethnicity and (c) vary by course level or academic year of study. In order to meet the study objectives and answer the three primary research hypotheses (a, b and c), respondents were invited via electronic mail to participate in a once-off online survey which consisted of a demographic questionnaire and the Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996). The results of the three primary research hypotheses indicated that the nature or type of career-related barriers perceived and experienced by the sample of South African university students (N = 1897) differed significantly among gender, racial-ethnic groups and course level or academic year of study. Significant gender differences were found on all 13 CBI-R scales, racial-ethnic differences on 9 of the 13 CBI-R scales (both assessed by means of a one-way independent ANOVA) and course level or academic year of study differences on 3 of the 13 CBI-R scales (measured by Spearman’s correlation coefficient). The present research study therefore revealed descriptive and exploratory baseline data regarding the perceived career barriers among South African university students and clearly demonstrated the CBI-R’s validity and applicability in the South African student context. Awareness of these students’ barrier perceptions can be a useful tool in planning and developing future intervention strategies for coping with and overcoming obstacles to their career progress.
AFRIKAANSE OPSOMMING: Oor die afgelope paar jaar het dit aan die lig gekom dat daar ‘n groot aantal en ‘n verskeidenheid loopbaanverwante hindernisse is wat individue waarneem en ondervind in die werksplek en wat gevolglik inmeng met hul loopbaanontwikkeling. Tot op hede is daar ‘n groot aantal studies wat hierdie onderwerp wêreldwyd ondersoek en daaroor berig het, tog is daar slegs ‘n klein hoeveelheid navorsing gedoen met betrekking tot die loopbaanverwante hindernisse wat Suid-Afrikaanse burgers, veral studente in hoëronderwys opvoedkundige instellings, waarneem en ondervind. Die doel en voorneme van hierdie kwantitatiewe navorsingstudie was gevolglik om die diverse hindernispersepsies en -ervarings van Suid-Afrikaanse universiteitstudente te bestudeer deur die graad te bepaal waartoe ‘n verskeidenheid interne en eksterne hindernisse hul loopbaanontwikkeling sal bemoeilik (of reeds het) en of hierdie hindernisse (a) verskil van geslag, (b) verskil van ras/etnisiteit en (c) verskil van kursusvlak of akademiese jaar van studie. Om aan die doel van hierdie studie te voldoen en die drie primêre navorsingshipoteses (a, b en c) te beantwoord, is respondente deur middel van elektroniese pos uitgenooi om aan ‘n eenmalige aanlyn-opname deel te neem wat die voltooing van ‘n demografiese vraelys en die Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996) behels het. Die resultate van die drie primêre navorsingshipoteses het aangedui dat die aard of tipe loopbaanverwante hindernisse wat deur die steekproef Suid-Afrikaanse studente (N = 1897) waargeneem en ondervind word, beduidend verskil ten op sigte van geslag, ras/etniese groep en kursusvlak of akademiese jaar van studie. Beduidende geslagsverskille is gevind op al 13 CBI-R skale, ras/etniese verskille op 9 van die 13 CBI-R skale (albei geassesseer deur middel van ‘n eenrigting onafhanklike ANOVA) en kursusvlak of akademiese jaar van studie verskille op 3 van die 13 CBI-R skale (gemeet deur Spearman se korrelasie koëffisiënt). Die huidige navorsingstudie het dus beskrywende en ondersoekende grondslag-data aangaande die waargenome loopbaanhindernisse van Suid Afrikaanse studente onthul en het duidelik die CBI-R se geldigheid en toepaslikheid in die Suid-Afrikaanse studente-konteks gedemonstreer. Bewustheid van hierdie studente se hindernispersepsies kan ‘n nuttige maatstaf wees in die beplanning en ontwikkeling van toekomstige intervensiestrategieë vir die hantering en oorwinning van struikelblokke tot hul loopbaanvordering.
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Grewal, Bindy K. "Women superintendents in California: Characteristics, barriers, career paths and successes". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2545.
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The purpose of this study is to investigate the factors that contribute to the career achievements of female superintendents in California's public schools. The under-representation of female superintendents in California's educational system is explored, and the study helps explain why it exists and how it can be changed. The personal and professional characteristics shared among the female superintendents are clearly outlined. In addition, the study also describes the personal and professional obstacles these women have encountered while aspiring to become superintendents, how they overcame them and what advice they have for aspiring superintendents. While illustrating these factors, as well as outlining the most typical career path to the superintendency, the study also covers why there is a disproportionate representation of women in the superintendent position, and explores how that can change. Additionally, the study investigates why California has more female superintendents than found in the national average. The researcher used qualitative and quantitative research methods. The population consisted of 152 female superintendents in California. A questionnaire was used to collect personal and professional characteristics data. Thereafter, structured taped interviews were conducted with 10 selected female superintendents. Findings of the study showed that while California has a higher percentage of female superintendents than the national average, there is still a disparity between men and women in this field. The study illustrates the common characteristics shared among the women holding superintendency positions. The female superintendents in California all begin with a minimum of seven years of teaching, and then their career paths begin to vary. Barriers such as chauvinism and prejudice on the part of board members exist, as well as balancing career with home responsibilities. To overcome barriers and achieve success, upbringing is an important factor. Women superintendents tend to be strong in their resolve and to persevere. In order to be successful, it is recommended that superintendents mentor other aspiring superintendents to reinforce the belief that women should be placed in these leadership roles. Also, women should gain a variety of experiences. Numerous reasons were given due to the disproportionate role of female superintendents in California. One included the women's responsibility in the family. To overcome this disproportionate representation, it is recommended that these women have a strong support system at home. California's culture allows women to further advance in education as opposed to other states. According to these women superintendents, tolerance is greater in California, a state with less views about women and more views about growth and progress.
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Askren, Edgehouse Melissa A. "Characteristics and Career Path Barriers of Women Superintendents in Ohio". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218138547.
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Harris, Alesha Nicole. "Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107264.
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Thesis advisor: Janet E. HelmsResearch regarding the career exploration process for adults with reading disabilities and ADHD who participate in Adult Basic Education (ABE) programs is limited. Due to a lack of career development resources in ABE programs, adults with reading disabilities and ADHD do not always have the opportunity to engage in career exploration activities that might help them make satisfying career decisions. In career development theory, self-determination is the capacity to identify personal goals and is considered crucial to overcoming barriers and making meaningful career choices. In the present study, a model was proposed and tested that examined self-determination as a mediator of the hypothesized relationships between perceived career and educational barriers and career development outcomes. Adults with reading disabilities and ADHD from ABE programs (N = 83) completed a demographic questionnaire and screening measures intended to classify them according to type of disability (i.e., reading, ADHD, and combined reading and ADHD). They also completed measures of perceived educational and career barriers, components of self-determination, and career self-efficacy. Multivariate multiple regression analyses were used to investigate hypotheses derived from the proposed model. The results revealed that experiences of perceived educational barriers, but not career barriers, were related to low levels of career decision-making self-efficacy and self-determination; the competence component of self-determination was associated with higher levels of career decision-making self-efficacy. Overall, the results suggested that self-determination partially mediated the relationship between perceived educational barriers and career decision-making self-efficacy. The findings indicate that, for ABE adults with reading disabilities and ADHD, having a sense of one’s own expertise is important for overcoming barriers and feeling confident in making career decisions. Discussions included methodological limitations and implications for practice and research
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Punch, Renee J., i n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.
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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
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Balin, Elif. "The Role Of Perceived Career Barriers And Gender In Predicting Commitment To Career Choices Of University Students". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609560/index.pdf.
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The purpose of the present study was to examine the role of gender and perceived career barriers in career commitment of university students. Participants were 437 (231 females, 206 males) volunteered students from the five faculties of Middle East Technical University (METU). A pilot study was carried out with 285 (122 males and 163 females) volunteered students of METU for the adaptation of Commitment to Career Choices Scale (CCCS). The results of exploratory factor analysis yielded a 28&ndashitem scale with two factors
Vocational Exploration and Commitment (VEC) and Tendency to Foreclose (TTF). As for the main purpose of the present study, CCCS was administered to the students together with the Perceived Career Barriers Qustionnaire measured by 11 barriers identified by the researcher as personality characteristics, interests, ability, gender effect, vocational knowledge, economic gain opportunity, employment opportunity, work conditions, other life choices (e.g., marriage, child, etc.), expectations of family and expectations of partner. The results of multiple regression analysis revealed that VEC scores as measured by CCCS were predicted by three independent variables of vocational knowledge, employment opportunities and personality characteristics. This result indicated that the students who had high perception of barrier on vocational knowledge, employment opportunity and personality characteristics had low commitment to their career choices. The second regression analysis revealed that TTF scores as measured by CCCS were predicted only by employment opportunities, indicating that the students who had higher perception of employment opportunity as a barrier also had lower level of tendency to foreclose and they had a tendency to evaluate different career options. Findings are discussed within the framework of career counseling research and practice.
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Hlophe, Duduzile Rosemary. "The perception of women regarding career barriers within a municipality in the KwaZulu-Natal region". Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4001.
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Magister Commercii (Industrial Psychology) - MCom(IPS)The aim of this research study was to assess the existence and impact of career barriers on women in a municipal environment and to understand whether career salience explains some of the differences in the perception of career barriers. To answer the research hypothesis, permission was obtained from the municipal management to embark on the study and the respondents were notified in writing of the purpose and benefits of the study. A cross-sectional, convenience sample of 89 female employees in post levels one to ten was used. The survey questionnaire consisted of a demographical questionnaire, The Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels & Tokar, 1996) and a career salience scale. The statistical analyses included descriptive, inferential statistics and analysis of variance. The data was also subjected to a Scheffe’s test to determine the differences in perceptions. The results (N = 89) of this study do not support the hypothesis that there is a significant difference between age and women’s experiences of sex discrimination as a career barrier. The first and second hypothesis, which meant to prove a significant relationship between career salience and career barriers and a significant difference in women’s perceptions of career barriers based on their career salience, was partially accepted
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Price, Julia J. "Perceived Barriers to Upper Level Career Ladder Status by Eligible Tennessee Educators". Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2766.
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This study examines the phenomenon that although 8,900 educators have obtained Career Ladder Levels II and III, there are 27,620 in Tennessee who are eligible for the upper levels of the Career Ladder, but have not obtained these levels. The purpose of the study was to identify the barriers, as perceived by eligible educators in Tennessee, which discourage them from attempting to gain upper level Career Ladder status. The research design was descriptive and utilized data from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients calculated, and survey items retained, modified, or deleted based on the results. The final survey contained 62 statements (grouped into 11 subscales) and a demographic section. A total of 575 surveys were sent to eligible educators in the public schools of the seven districts of Tennessee; of those, 426 were returned, and 404 responses were used. Other variables studied were age, gender, race, job classification, years of teaching experience, educational attainment, future plans to attempt upper levels, previous attempts at the upper levels, information sources concerning the program, and overall opinions of the Career Ladder program. Findings include: The most problematic barriers in rank order from greatest to least were Personal Obstacles, Teaching Professionalism, Evaluation Procedures, Political Facet, Participation Process, System Improvement, Financial Considerations, and Individual Role Professionalism; three of the barriers were found to be non-problematic, these are Teacher Morale, TEA Support, and Administrative Support; significant differences regarding the barriers exist in all demographic areas included in the study except for job classification; the majority of respondents had a negative overall opinion of the Career Ladder, however, the opinion varied with the source of information about the program. Educators who received their information from official sources had a more positive opinion of the program than those who got their information from informal sources. It appears that the barriers identified in this study may be factors in keeping eligible educators from participating in the upper levels of the Career Ladder.
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Pillay, Sadeshini Shunmugan. "A study of the barriers to career progress of women in an organisation". Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/822.
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Due to the continual constant battle women have to face in order to progress in the workplace, it has become necessary to assess the degree of transformational change within the workplace within South Africa to try to establish just what these barriers are and how it can be overcome. To examine the main problem, three sub-problems were identified. The first sub-problem that had been identified dealt with what the women’s rights in the new South Africa. It was investigated by evaluating the situation in the New South Africa and what has changed from the past. Is there more gender equality or not. The second sub-problem looked at the barriers that women face in the workplace. It is evident that sexual harassment, male chauvinism, trying to balance work and family as well as organisational structure and culture were among the top barriers that are a hindrance to women’s advancement in the workplace. Finally, the third sub-problem investigated what the glass ceiling effect is and the effect that this has on women in the workplace. The investigation evaluated, and emphasised the difficulties that women face in order to progress in the hierarchy of not only management but other occupations as well. Results have shown that most females and males believe that the glass ceiling is prevalent in the workplace. Most people believe that women can however break through the glass ceiling but now there is a new phenomenon, “The Glass Cliff” which allows women to break through the glass ceiling but only of organisations that are already in trouble.
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Reyes, Marco Alfonso. "Career paths of Latina high school assistant principals| Perceived barriers and support systems". Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702363.
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Latina principals and assistant principals at the high school level have been overlooked in academic research. A review of literature is explored indicating how Latina, public high school assistant principals and principals are disproportionately underrepresented and face the double challenge of being a gender and an ethnic minority in the field of educational leadership. A qualitative study was conducted that begins with a statement of the problem, review of literature, and continues with a description of the research design, data collection, analysis of the data, discussion of findings, and concludes with the researcher’s challenges. Phenomenology was the research methodology used to study four Latina assistant principals’ experiences and perceptions of barriers and support systems in relation to their career journey. Role congruity theory was used as a theoretical lens to explore the prejudices, discrimination, and career path barriers that female leaders encounter. Findings revealed that the four participants interviewed had similar experiences and perceptions concerning four main themes of motivation, challenges, support systems, and cultural identification; subthemes were also explored. Discussed is a new conceptual model which outlines the career stages of the participants.
Overall, the narrative data from the participants, the coded themes and subthemes, and the new conceptual model highlight that there are various barriers and support systems that impact Latina high school assistant principals’ career path experiences. Specifically, the challenges identified are institutional challenges in the form of poor educational leadership, prejudicial hiring practices, and internal challenges in the form of conflicts about family verses job obligations.
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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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Sarmiento, Andrea, i Julie Sassus. "Women, are we our own barriers when making careers?" Thesis, University of Kalmar, Baltic Business School, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-464.
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The scarcity of female leaders rise curiosity to explore the reasons of the phenomenon. Many attempts have been done to explain the scarcity but somehow it seems that investigations explore the same factors and not what has been seen as a taboo; women’s feelings and thoughts towards each other as obstacles in making careers. Therefore is the aim of this study: to gain knowledge about women’s feelings and thoughts about other women in a corporate environment to be able to draw conclusions whether this matter can be a contribution to the debate concerning obstacles for women to climb in their career.
This research is conducted through an inductive approach with eight qualitative interviews choosing both women leaders and non-leaders. Jealousy and envy between women were discovered, which do not seem to restrain or create obstacles for other women but only or mostly, to women having these feelings and thoughts. Jealousy and envy are just a symptom of the real problem which is poor selfconfidence in the corporate environment. We discovered a vicious circle which shows us the connection between jealousy, self-confidence, competition and success. The vicious circle could be an input to the debate to explain obstacles that women could meet in their path to leading positions.
Women have to start believing in themselves with help of society where she is not directly or indirectly restrained for the fact of being a woman.
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Reddy, Parvathy. "An investigation of the barriers that impede the career advancement of women in management". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8273_1255006283.
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The aim of this study was to investigate the barriers that impede the career advancement of women at an auditing firm in the Western Cape. These include internal and external barriers. More specifically, the study aimed to establish whether significant differences exist between women in different age groups, job levels, race groups and single, divorce/widowed and married groups in the firm, regarding their views in relation to their own career advancement.
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Sepand, Victoria C. "The Black Ceiling: Barriers to Career Advancement for African American Women in the US". Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/639.
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Black women in America do not deal exclusively with race or gender discrimination, but many times a combination of the two. This qualitative study seeks to address how black women experience this double discrimination within their organizations’ cultures, policies, and practices. In addition, the career journeys and experiences of the participants interviewed will be analyzed in comparison to the current literature, which states mentoring, training and networking, and women-friendliness are the most effective methods to advancing women and women of color in the workplace. Ultimately, this study discovers that for those methods to work, there needs to be more structure around them and an understanding of race and gender biases on behalf of the organization and its most privileges employees.
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McDermott, Elizabeth. "The barriers affecting women's career progression in library and information services : a feminist critique". Thesis, Aberystwyth University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245467.
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Chao, Si-Yi. "THE RELATIONSHIP AMONG SELF-IDENTITY, PERCEIVED CAREER BARRIERS, SOCIAL SUPPORT, CAREER DECISION SELF-EFFICACY AND OUTCOME EXPECTATIONS OF COLLEGE STUDENTS WITH DISABILITIES". OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1830.
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Career development and career planning are important for the transition of college students to the workforce. College students with disabilities encounter more challenges regardless of the education and career processes. These career development challenges include societal attitudes toward persons with disabilities, inaccessible accommodations, lack of social support, and ambivalent identities. These attributions may cause college students with disabilities to have lower career self-efficacy and outcome expectations, which in turn may lessen one’s motivation to engage in academia and career development (Gibbons, Justina, Cihak, Wright, & Mynatt, 2015). Hence, this study examined the influences of disability identity, ethnic identity, perceptions of career barriers, and social supports in career decision self-efficacy and outcome expectations of college students with disabilities. This study utilized a cross-sectional survey design and included a valid sample of 312 college students with disabilities at two universities, one Midwestern and one Southeastern. The most important predictor was social support, which uniquely explained 8.5% of the variation in career decision self-efficacy, β = .327, t(302) = 5.730, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .232, t(302) = 4.162, p < .001), disability identity (β = .158, t(302) = 2.897, p = .004), and male gender (β = -.098, t(302) = -1.994, p = .047). Accounting for 57.2% of the variance, career outcome expectation was explained by all seven predictor variables, disability identity, ethnicity identity, social support, perceived career barriers, career self-efficacy, ethnicity and gender. The most important predictor was career decision self-efficacy which uniquely explained 24.1% of the variation in career outcome expectation, β = .595, t(302) = 13.054, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .167, t(302) = 3.721, p < .001), and perceived career barriers (β = -.104, t(302) = -2.411, p = .017), controlling for other variables respectively. A significant relationship was found between career decision self-efficacy, ethnicity identity, and perceived career barriers with career outcome expectation of college students with disabilities. Moreover, Hispanic college students with disabilities reported positive ethnicity identity compared to European students. African and Asian college students with disabilities perceived more career barriers than their European counterparts. Finally, college students with acquired disabilities reported higher career outcome expectations than those with congenital disabilities. The results of this study provide faculty, administrators, disability support specialists, and career counselors in postsecondary institutions with the ability to recognize the needs and expectations of college students with disabilities. Also, constructing effective career services, fostering multicultural competencies, and promoting an inclusive campus climate would benefit college students with disabilities’ academic retention and career transitions to competitive employment.
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McCracken, Martin G. "Barriers to participation in learning for mid-career managers in the Scottish life assurance industry". Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/2547.
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The Life Assurance industry has been through a period of rapid change as a consequence of increased competition, which is resulting in the need for structural re-organisation. The mid-career manager is arguably the most affected by these changes as the flattening structures and the need for obtaining new skills are leading to a re-appraisal of their role, while also diminishing their chances of the vertical progression that was traditionally on offer. It is against this background that an analysis of the barriers to participation in learning was undertaken through in-depth interviews with 61 managers from five of the largest Scottish Life Assurance institutions. A grounded model was developed to identify the prevalence of both intrinsic and extrinsic factors affecting participation levels. The model identified five intrinsic variables (Perceptual, Emotional, Motivational, Cognitive (General) and Cognitive (Vocational)) and three extrinsic factors (Culture, Management Development Culture and Physical Resources) and the managers were categorised against these variables according to their propensity to participate in learning initiatives. While the intrinsic barriers relating to managers perceived need for learning and emotional insecurities were important, the managers appeared to primarily attribute their levels of participation to the presence or otherwise of extrinsic variables. In particular, the organisational culture was seen to be crucial in influencing participation levels, as there were high levels of negativity surrounding the support and guidance structures for learning. The ambiguity of reward strategies was also seen to be an inhibitor, as were time pressures. Organisations need to address the issue of balancing participation in learning activities with the pressures originating from both mid-career managers private and professional lives as a potential solution to these external pressures. It was suggested that barriers to learning could be alleviated through better support and guidance and the development of a learning culture, encompassing top management involvement.
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Goldman, Madeline B. "The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student". VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5513.
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Abstract
THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT
By Madeline B. Goldman, DDS, MEd
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2018
Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning
This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions.
Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STEM
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Cummings, Devon Leeann. "Using Social Cognitive Career Theory to Conceptualize and Develop a Measure of the Barriers to Career Choice for Individuals Who Have Criminal Records". University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1226532928.
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Sampson, Adrienne V. "The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes". University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368.
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Irizarry, Zoraida. "Barriers faced by Hispanic women in higher education institutions in the state of Illinois /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131458171.pdf.
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Stalinski, Sherryl. "Female executives and the glass ceiling| A phenomenological study of stubborn, systemic barriers to career advancement". Thesis, Saybrook Graduate School and Research Center, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635048.
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The gender gap issue is a complex, systemic problem emerging from the interrelation of multiple variables. This study sought to identify the primary, interrelated, and mutually influential variables that contribute to the C-suite gender gap phenomenon using Moustakas' transcendental phenomenological research methodology. Seven female vice president level executives who work in a male-dominated private sector industries in a major metropolitan area were interviewed. Common themes emerged around the significant impact of culture and upbringing and experiences with subtle or overt second-generation gender bias. Five women had some experience of the double bind, although not all of them seemed to perceive the experience that way. All participants discounted the concept of the "glass ceiling." All except one credited strong mentors who provided advice, guidance, and support and who also acted as advocates in helping to advance their careers. All participants demonstrated strong self-confidence, although two noted their confidence was low during their early career and grew through positive, reinforcing experiences. All participants discussed work-life balance and many tempered their career ambition with a similarly strong value for creating and maintaining work-life balance. Only one experienced career limitations by downgrading her work schedule to accommodate childcare needs. Each of their stories, though unique, illustrated how the variables of personality, leadership style, levels of ambition and confidence, upbringing, organizational culture, societal culture, how others interact with them, work-life balance, and mentors created a systemic "whole" that brought them to their current level of success in their careers. It is in the context of describing and seeing the systemic complexity of the issue that recommendations for a comprehensive strategy for action were presented.
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Akhmedova, Anna. "Family business daughter:motivation, barriers and position in famiy firms". Doctoral thesis, Universitat Internacional de Catalunya, 2017. http://hdl.handle.net/10803/525817.
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Family businesses play important role in economy of all countries. The research on the family business, since it became a separate discipline, continue to grow. It was found that family firms have many aspects that distinguish them from non-family organizations. Despite of the seeming career attractiveness of family business, women, and specifically family business daughters, are underrepresented in high-level management positions in family firms. Although, some external factors based on negative gender stereotyping contribute to this gender imparity, recent streams of research suggest that internal factors, such as lack of motivation, might also be related to the problem. To date, no attempt has been made to bring together barriers and motivation of family business daughters and their position in the company. This research closes this gap, providing an extensive study of the situation of family business daughters in family firms. Mixed methodology was used to view different aspects of interrelation between motivation, barriers and position. Contributions to family firm literature, theory and practice are discussed.
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Pinto, Patrícia Helena Laranjeira. "Planeamento de carreira na adolescência: a gestão dos obstáculos à concretização dos objectivos vocacionais". Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15385.
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A presente investigação pretende caracterizar o desenvolvimento da carreira de adolescentes e avaliar o papel das expectativas de auto-eficácia e do grau de definição dos objectivos da carreira na relação da percepção de barreiras com o planeamento da carreira. Participaram 340 adolescentes portugueses, 215 a frequentar o 9º ano de escolaridade e 125 a frequentar o 12º ano de escolaridade em escolas básicas e secundárias do distrito de Évora (135 participantes) e do distrito de Portalegre (205 participantes). A idade dos participantes varia entre os 14 e os 19 anos (M = 15; DP = 1.66). Responderam à Escala de Certeza Vocacional (Santos, 2007), ao Inventário de Percepção de Barreiras da Carreira (Cardoso, 2009), à Escala de Planeamento da Carreira do Inventário de Desenvolvimento Vocacional (Ferreira Marques & Caeiro, 1981) e à Escala de Auto-Eficácia na Tomada de Decisão Vocacional (Betz, Klein & Taylor, 1996). Os resultados evidenciaram a importância das variáveis estudadas no desenvolvimento de carreira dos participantes. Entre estes destaca-se o resultado que mostra a auto-eficácia e a definição de objectivos como importantes preditores do planeamento da carreira dos participantes. Referem-se implicações dos resultados para a prática da educação de carreiras; ABSTRACT: This research aims to characterize the career development of adolescents and to analyze the role of self-efficacy and goal setting in the relation between career planning and perception of barriers. Participants include 340 Portuguese adolescents, 215 in Grade 9 and 125 in Grade 12, attending basic and secondary schools in the district of Évora (135 participants) and the District of Portalegre (205 participants). Participants' age ranged from 14 to 19 years (M = 15; SD = 1.66). Participants answered the Scale of Vocational Certainty (Santos, 2007), the Inventory of Perceived Career Barriers (Cardoso, 2009), the Career Planning Scale of Vocational Development Inventory (Ferreira Marques & Caeiro, 1981) and Self-Efficacy Scale in Vocational Decision Making (Betz, Klein & Taylor, 1996). The results suggest the importance of the variables studied in the career development of participants. The findings reveal goal setting and career decision-making self-efficacy as important predictors of participants’ career planning. Research implications to career education practice are discussed.
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Staley, Marsha L. "Barriers to the trainer-of-trainers' model as used by the Missouri Assessment program : one district's experience /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013027.
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Mattila, Johanna, i Maija Uusilehto. "Female leaders' perceptions of the barriers and facilitating factors of their career in gender-equal Nordic countries". Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43981.
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Background – This paper examined the literature on the concept of the glass ceiling in the management field, with an emphasis on Finnish and Swedish female leaders' perceptions of the barriers and facilitating factors of their career. Purpose – The purpose of this thesis was to explore the factors that affect the career development of women in the context of Nordic countries, namely in Finland and Sweden. Furthermore, this thesis tried to understand the welfare state paradox better and how the women in Finland and Sweden perceive it. Lastly, the purpose of this study was to find out if there are any differences between the perceptions of these countries due to the societal and cultural differences. Method – Semi-structured interviews were conducted with 12 female leaders from different companies in Finland and in Sweden. The grounded analysis was used in the qualitative analysis of the coding. Conclusion – The research resulted that there are several barriers and facilitating factors that have affected the career of female leaders. Finnish and Swedish women highlighted their own individual factors such as motivation, self-esteem and courage as the major facilitating factor, and thereof lack of them a barrier. Based on this research, women’s perception of Nordic welfare policies is that they are beneficial to career development, providing an opportunity to focus on work more. Contrary to the expectations, there were relatively few differences in perceptions between Finnish and Swedish female leaders identified in this study. However, it seems that in Sweden the responsibilities about family are shared more equally and the overall social atmosphere is more encouraging for women's career success.
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Cusner, Adam Louis. "RELATIONSHIP BETWEEN RELIGIOUS SUPPORT, PERCEIVED BARRIERS AND WORK VOLITION AMONG THE ORTHODOX JEWISH POPULATION". Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1614084421591459.
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Hough, Richard Macon. "The influence of race, gender, and perceived barriers of law enforcement officers on self-efficacy of career decisions". [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000167.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 125 pages. Includes bibliographical references.
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Rutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.
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This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to results from a series of repeated measures ANOVAs, significant differences were found between pre-group, mid-group, and post-group scores. Upon further analysis, significant differences were found between specific subscales of the student motivation and engagement survey. Specifically, differences were found between pre-group and mid-group and pre-group and post-group scores on the Performance Approach Orientation (ME_PerfApproach) subscale. Differences were also found between pre-group and post-group scores on the self-efficacy subscale (ME_SelfE) as well as between pre-group and mid-group and between mid-group and post-group scores for the Engagement Behavioral subscale (ME_Bx). Regarding the last research question, significant differences were found between pre-group and post-group and mid-group and post-group scores when examining perceived career barriers. The results from the Career Decision Making Self-Efficacy and the Ethnic Identity scale did not yield significant results. These results provide initial support in suggesting that culturally responsive career development programs do impact career development of minority middle school females especially in the areas of student motivation and engagement and perceived career barriers.
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September, Lynn. "Dual-career couples’ perceptions of career barriers". Thesis, 2010. http://hdl.handle.net/11394/3487.
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Magister Commercii - MComResearch indicates that approximately fifteen years ago there were over three (3) million dualcareer couples representing 20% of dual-worker couples. It is expected that the amount of dual-career couples will continue to increase, as most college students, both men and women, anticipate participating in a career as well as in a family (Spiker- Miller & Kees, 1995).Individuals and organizations are confronted with a hyper turbulent environment and individuals are also faced with a myriad of challenges and adversity in their work and personal lives. Due to the economy and the changing needs of individuals, today very few families reflect the configuration of a typical family (a husband who worked outside the home, a wife who fulfilled the duties of homemaker and child-carer), as both partners are normally employed. The dual-career couple phenomenon has added to the pressure of managing multiple demands and has a considerable impact on the nature of people's careers(Greenberg & Baron, 2003). Dual-career couples‘ career advancement is largely affected by the career barriers they perceive to encounter. The perceptions of career barriers encountered differ from one couple to another based on factors such as: age, race and parental demand(children). Differences may also exist between partners in a dual-career relationship based on their gender.Most studies that have been conducted have looked at work-life balance of dual-career couples or have focused on the problems dual-career couples face solely from the woman‘s perspective. The aim of this study is to look at dual-career couples not only from female‘s perspective and to tap into their perceptions regarding career barriers encountered in the workplace. The findings could help organisations realize the importance of assisting dualcareer couples and how they could improve their career development. Dual-career couples therefore warrant attention as a special group seeing as the career salience, strategies and transitions of one partner inevitably affects those of the other, which could also have repercussions for their employers (Smith, 1997).A self-developed Demographic Questionnaire and the Career Barriers Inventory (Revised) was used to gather the data. The research was conducted within a large retail organisation. The sample comprised of men and women, permanent and contract employees within the following departments: Human Resources, Marketing, Logistics, Finance, Group Merchandise Procurement (GMP), Buying, Sourcing, Audit, Planning and Group Services.The sampling procedure that was utilised was non-probability sampling. Statistical analyses involved descriptive statistics (Frequencies, Means and Standard deviations) and inferential statistics (T-Test and Analysis of variance). The study revealed that the most highly rated career barriers which respondents perceived to experience or which affected their career advancement were multiple-role conflict, decisionmaking difficulties, sex discrimination and racial discrimination. Whilst, the career barriers which were rated the lowest by respondents included disapproval by significant others, disability/health concerns and discouraged from choosing non-traditional careers.Furthermore, the findings indicated that the perceptions of dual-career couples based on gender regarding career barriers in the workplace is partially accepted because there are statistically significant differences regarding the perceptions amongst females and males in terms of lack of confidence as a career barrier. The hypothesis proposing that there are significant differences in the perceptions of dual-career couples who have and those who do not have children, is partially accepted, as there was a statistically significant difference regarding disapproval by significant others. The findings for the perceptions of dual-career couples based on race regarding career barriers in the workplace is partially supported because significant differences were found for the following career barriers: difficulties with network/socialisation, lack of confidence and race discrimination based on employees‘ race.Lastly, significant differences in the perceptions of dual-career couples based on age regarding career barriers in the workplace was rejected, as no significant differences regarding career barriers based on employees‘ age were found.Amongst others, a limitation of this study is evident. The study may lack generisability as the sampling procedure used was non-probability sampling and only included those employees who were easily accessible. Additionally, a quantitative study was used by making use of questionnaires, but no observation or interviews were used. The present study also only focuses on the differences in perceptions of dual-career couples, based on biographical factors such as; gender, age, number of children (parental demands), race and age. Ideally all research should have a broad speck of people or participants, to ensure higher generalizability.In an effort to deal with the limitations of the current study, the following are recommended, future research should use a large proportionate stratified random sample as this would allow the findings to be reliably generalised to the population. A combination of both quantitative and qualitative methodology would help to develop detailed understanding of dual-career couple‘s and their differences in perceptions of career barriers.It is important for organisations to have continuous negotiations with employees in order to integrate the demands of the organisation and the career needs of its employees. Furthermore,they should respond to the shifting demographics by adopting voluntary policies such as alternative work schedules and child and elder care assistance to help workers meet family needs, which in turn will be beneficial to the organisation by attracting and retaining the best talent.
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Lee, Lih-Chen, i 黎麗貞. "Sex-role, Career Self-efficacy, Career Barriers and Career Choice on College Women". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/81768951156347145644.
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碩士國立高雄師範大學
輔導研究所
85
The purpose of the study was to investigate the relationship between the career self-efficacy and the barriers that women encounter in the process of their career development. In additions, the author also tried to understand how the demographic variables such as gender, education, working experiences, and sex-role attitude, influence women''''''''s perceptions of career barriers, career self-efficacy, and career choices. By using the purposes sampling, there are 1044 senior college students sampled from colleges in Taiwan. The measure instruments include Chinese versions of Sex-Role Inventory, Career Barriers Inventory and Career Decision Making Self-Efficacy Scale. Data obtained were analyzed by One-way ANONA, MANOVA, Chi-square test and Canonical correlation. Major findings of the study included: 1.there were differences between college males and females in career self-efficacy, career barriers and career choices, and the findings were statistically significant. 2.students with different categories of working experiences in career self-efficacy, career barriers, and the findings were statistically significant. 3.students from different college majors perceived differently in career barriers, and the findings were statistically significant. 4.students with different categories of sex-role attitudes in career self-efficacy, career barriers and career choices, and the findings were statistically significant. 5.there were significant correlations among career self-efficacy and career barriers, the higher the score on career self-efflicacy the lower score on career barriers. According to the findings, implications for career counseling and further re serches were provided.
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Chen, YI-CHIEH, i 陳儀潔. "Walking through Career Barriers— A Study on Counseling Psychologists’ Career Resilience". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/x3k76b.
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碩士國立臺北教育大學
心理與諮商學系碩士班
105
Abstract The purpose of this study was to investigate counseling psychologists’ career resilience. The goal of this research included （1） to understand the contents of counseling psychologists’ career barriers. （2） to investigate the contents of counseling psychologists’ career resilience. （3） to examine how counseling psychologists walking though career barriers by employing internal assets and external resources. The study employed a qualitative research method by conducting detailed interviews, collected data from 7 counseling psychologists, and analyzed data based on thematic analysis. The research results were as follows. 1. The barriers which counseling psychologists could encounter including, stress from clients, from counseling professions, from system diversity, and from personal issues. 2. While counseling psychologists encountered barriers, they employed internal assets and external resources to weather the storm. Internal assets including: know thyself, professional identification, sense of meaning, religious belief. External resources including: support from peers or significant others, self-care behaviors, recognized by others, supervisors’ guidance, individual counseling experience, professional development, reality considerations. 3. The counseling psychologists in this study consider resilience as set the limit, persist and never give up, anticpate better possibilities even in advertisy. Based on study results and discussion, suggestions are provided for future counseling practitioners as well as counseling education. Key Words: Counseling Psychologist、Career Barriers、Career Resilience
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Lin, Yun, i 林芸. "Barrier and Metamorphose─Life Exploration of Career Self-Efficacy and Career Barriers of the Math/Science Gifted Male". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wqrh8m.
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碩士國立臺北教育大學
特殊教育學系碩士班
106
This paper conducted a case study research and used a qualitative approach on three senior high school graduates, who carried their study in the mathematics and science gifted program, with a purpose to investigate their exploration in the career barrier and the career self-efficacy. The findings are as follows: 1. Career barrier of math/science gifted male The personal mentalities of the gifted students face the pressure of social roles and economic expectations, and their gifted characteristics are also influenced by their diverse talents and interests; as in the external environment, also affected by the significant others, family environment and social and cultural values. Therefore, these factors make the problems more complex. At career counseling and mentoring level,also lacked of vocational trainings and work experiences. the researchers found that interviews can help the gifted students to understand and reflect on their own problems, and to plan and organize their career directions with purpose to enhance their self-efficacy. 2. Career self-efficacy of math/science gifted male Career self-efficacy is strongly influenced by emotion and performance. Strong negative emotions are influenced by gifted characteristics and external environment, which leads to anxiety, frustration and self-criticism. With respects to performance, the comparison between peers, the dispositional attribution when dealing with failure, and the frustration in academic and schoolwork will lead to the vicious cycle of career self-efficacy and career obstruction, whereas the career self-efficacy will be improved when the performances are excellent. 3. Career barrier and career self-efficacy of math/science gifted male Looking at the four effective factors of career self-efficacy, in “accomplishment”, passion and enthusiasm can lead the gifted students to cross the career barrier, whereas poor performance might lower self-efficacy and influence self-confidence and interest. In " vicarious experience", the three students agreed on the value of others’ failure, which is worth learning from, and can enhance self-efficacy. With regard to " emotional arousal," gifted characteristics can create strong feelings to reinforce the negative emotions, which might result in emotion constraints and an escape from reality, forming career barrier. In " verbal persuasion ", craving for assurance from others might lead to a decrease of self-identity. 4. Transformations of 3 Gifted Students in this Study The interviews discovered that guiding gifted students to reflect on career obstacle events and understand career self-efficacy couldcan help these 3 gifted students perceive and reflect on the relationship between the existing social environment and their own ability and status, as well as purposively planed for and organized career directions, to improve their sense of self-efficacy. As a result, they couldan more confidently develop strategies and directions when facing career obstacles in their future career exploration. Because male are unwilling to express the difficulties they encountered and their vulnerability due to gender roles, their points of view about the career obstacles they face are more worthy of further investigation in future studies. Moreover, there is still a lack of studies investigating career obstacles faced by gifted male students in adulthood. Hopefully, relevant studies can be conducted in the future to understand the difficulties encountered by gifted male students during career exploration and find out the strategies or resources that can help them improve career self-efficacy to assist in these silent men. Only when the hidden factors of career obstacles and the status of low career self-efficacy are stated and understood can the ecology and support environment that pay attention to male privacy and meet their actual needs be further built. Key words:male, the math/science gifted student, career barrier, career self-efficacy
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Li, Wen-Yu, i 李文玉. "The Study of Female Sergeants’ Career Barriers". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/g2p26f.
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碩士銘傳大學
公共事務學系碩士在職專班
97
This study probes into the career development barriers encountered by female sergeants. Two questions are answered: What career barriers are they facing? What cause these barriers? Based on the viewpoint of “sticky floor effect,” this study examines career barriers that female sergeants will encounter in the masculine army to understand how various barriers emerge. Four major findings include: (1) Stereotyped images of sex roles: The stereotyped images is the key factor causing female sergeants’ career barriers. Dealing with the images and military’s hierarchy, female sergeants have to overcome more barriers than other working females do. (2) Organizational culture: Extended from family and society, sexual discrimination has become a part of military’s special organizational culture. Working in this culture, female sergeants are left along and their interpersonal network is weak. They are a group of people often forgotten at the bottom of an organization. (3) Promotion system: The current system cannot provide female sergeants a fair opportunity for promotion. (4) Personnel practices and management has become a barrier of female sergeants’ career development. Stereotyped images of sex roles have led to double standards in making personnel decisions and hurt female sergeants’ chance for career advancement. The following recommendations are made: (1) Improving education on sexual discrimination to foster a better equal employment opportunity environment. (2) Improving self-awareness of female sergeants to promote new images of sex roles. (3) Providing child day care services to give better support for meeting female sergeants’ family obligation. (4) Expanding the range of female sergeants’ job assignments by not using sex as a factor in assigning jobs and giving training opportunities. (5) Improving sergeant’s personnel system to retain the best talent.
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CHlN-SUI, LEE, i 李金穗. "The Relationship Study of Career Barriers and Career Development in Insurance Personnel". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/35815260393976556538.
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碩士開南大學
商學院碩士在職專班
104
The Relationship Study of Career Barriers and Career Development in Insurance Personnel Abstract Due to the industry’s labor-intensiveness and its products’ unique characteristics, professional insurance knowledge is necessary. In order to avoid moral hazards, insurance agents need to maintain high ethics value. Therefore, every insurance agent needs to constantly adjust his individual career planning and goals and continuously elevate his level of professional knowledge. Therefore, this study mainly explores the factors of career barrier and the effects they have on the career planning and development of insurance agents. Based on literary review and empirical analysis of questionnaires, this study arrives at these important conclusions and recommendations as follows: 1. Management must provide insurance agents with guidance in career planning and development while eliminating career barriers. 2. Because of the unique characteristics of the insurance industry and its products, the quality of service depends on the professionalism of the insurance agents. Additionally, insurance products have become diversified due to the global change in business environment. Therefore, insurance agents must elevate his own professional knowledge so that he can take advantage of future career advancement opportunities. 3. Gender equality must be taken into consideration in terms of career benefits and advancements to provide employees with better sense of value, responsibilities, and satisfactions. Keywords：career, career planning and development, career barriers
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HSU, CHIAO-HUA, i 許巧樺. "Relationships Among Irrational Beliefs, Career Barriers and Career Self-Efficacy in College Students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/15040866718914498507.
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碩士國立臺南大學
諮商與輔導學系碩士班
104
The purpose of the study was investigated the relationships among irrational beliefs, career barriers and career self-efficacy in college students. The sample consist of 416 college students (189 male, 227 female) in Taiwan. Instruments used in this study included Adolescent Irrational Beliefs scale, Career Barriers Scale and the Carrer Self-efficacy Scale. Data obtained in this study were analyzed by one-way ANOVA, Pearson product-moment and stepwise multiple regression analysis. The conclusions of this study are as follows: 1. The current situation of irrational beliefs of college students is “medium level”. 2. The current situation of career barriers of college students is “medium level”. 3. The current situation of career barriers of college students is “medium level”. 4. There are significant differences in college students’ irrational beliefs, career barriers and career self-efficacy in terms of departments. 5. There are significant differences in college students’career self-efficacy in terms of family socioeconomic status. 6. There is significant positive correlation between irrational beliefs and career barriers, significant negative correlation between irrational beliefs and career self-efficacy, and significant negative correlation between career barriers and career self-efficacy. 7. Irrational beliefs and career barriers can predict career self-efficacy.
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Lin, Hsiang-Yin, i 林香吟. "The Relationships among Career Barriers, Career Motivation and Coping Strategies of Graduate Students". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/89722265706998721115.
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碩士淡江大學
教育心理與諮商研究所碩士班
98
The purpose of this study was to inverstigate the relationships among career barriers, career motivation and coping strategies of graduate students.538 graduate students participated this study. They completed a questionnaire that include Career Barriers Scale, Career Motivation Scale and Coping Strategies Scale. The data obtained was analyzed by descriptive dtastics, t-test, one-way ANOVA, Pearson product -moment correlation, and stepwise multiple regression analysis. The main findings were as follows: 1. Graduate students with different academy were significantly different in the scores of whole career barriers. 2. Graduate students with different grade were significantly different in the scores of whole career motivation. 3. In coping strategies，the male graduate students were more likely to use negative emotion-focused coping than female graduate students. 4. There were significant correlations among whole barriers and whole motivation of graduate students. 5. When graduate students had more career resilience、career insight and career identity, they used more solve myself-problem focused coping、positive emotion-focused coping、external support -problem focused coping. 6. When graduate students had more career resilience、career insight and career identity, they used less negative emotion-focused coping. 7. The career resilience could predict their different coping strategies. According to the findings, implications for career counseling and further researches were provided.
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任蕙玲. "A Study on Career Decision-Making Self-Efficacy, Career Barriers and Career Choices Congruence of Graduate Students". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/89242205234867165487.
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Chen, Shu-Chun, i 陳淑君. "An Qualitative Research of Professional Career Development Process and Career Barriers of School Counselors". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/11700162413740190609.
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碩士國立成功大學
教育學類
86
AbstractThe purpose of the research is to explore "professional career development" process and "career barriers" by qualitative method.The subjects are ten school counselors. According to the maxium variation sampling, the samples are assigned into four subgroups: two with teaching experience for 1-5 years ; three more than ten years; three have quitted the position of school counselors and two without academic majoring in Guidance. The ''in-depth interview'' was used to collect the data, plus peer- debriefing, member-checking, triangulation etc. to maintain the trustworthiness of the study. Open coding and the constant comparative method were conducted to analyze the data.The results of the research are as follows:1.Parents'' expectation, the grades of the joint college entrance examinations and the individual''s willingness are the main reasons to choose their academic majors.2.The pre-service curriculum is too theoretical, plus inappropriate curriculum design and teaching methods etc.3. The personality is the most important factor for school counselors. The efficiency of the guidance is possible.4.The negative administration issues and participating exams for promotion are the major reasons for transition.5.The on-the-job and advanced training is absolutely necessary, but opportunity is limited.6.Five factors impede school counselors'' career development. They''re personal, family, school, society, and the guidance work itself.7.School counselors'' career expectations include further advanced training to promote their professional compentence and practice their hobbies after retirement.Based on the findings, discussions and suggestions were presented.
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Fu, Hsiu-Yueh, i 傅琇悅. "The Relationships among Career Barriers, Career Motivation and Coping Strategies of Young Female Employees". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/77164643433087486053.
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碩士國立政治大學
心理學系
89
The purpose of this study was to investigate the relationships among career barriers, career motivation and coping strategies of young female employees. By using the purposes sampling, there are 326 young female employees from 25 to 34 years old sampled in Taipei. The measure instruments include Career Barriers Inventory, Career Motivation Inventory and Coping Strategies Inventory. Data obtained were analyzed by descriptive statistics, t-test, one-way ANOVA, two-way MANOVA and canonical correlation. The major findings are as follows: first, young female employees had low career barriers and high career motivation, and they were more likely to use problem-solving and logic-thinking coping strategies. Second, young female employees with different age, total working years, occupational type and marriage situation were different in career barriers, career motivation and coping strategies, especially the occupational type. Third, young female employees with high career barriers were more likely to use emotion-escape coping strategies, and young female employees with high career motivation were more likely to use all kinds of coping strategies. There were interaction effect on emotion-escape coping strategies with different career barriers and career motivation. Fourth, young female employees with high career resilience and career insight were more likely to use positive coping strategies, especially enterprising young female employees. Conventional young female employees with long total working years, high barriers on individual conditions and good external support, they were more likely to use positive coping strategies. According to the findings, implications and suggestions for young female employees, career counseling for women and future researches were provided.
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Ying, Huang Jhih, i 黃之盈. "Effectiveness of Reality Therapy Group on College Students' Career Barriers and Career Self-Efficacy". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51277144174593628700.
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碩士國立高雄師範大學
輔導與諮商研究所
99
The purpose of the research was to explore the immediate and follow-up effects of junior students with reality therapy career group counseling program. The researcher recruited college students. The researcher applied the equivalent pretest-posttest control group method. Participants, thirty participants who could attend 7 weekly group counseling sessions, 2.5 hours per week, totally17.5 hours were assigned into the experiment group. The other thirty students of the control group received no treatment and could choose to attend a workshop learning concepts of reality therapy after the experimental group was completed. All subjects received the pretest, the posttest and the follow-up test with” career self-efficacy scale” and “career barrier scale” for the junior students. The researcher applied ANCOVA STATISTICS, and follow-up test. The results of the study indicated that: 1.The findings of the experiment group indicate obvious effects, both immediately and four weeks later, on the increase of “career self-efficacy” and the decrease of “carrier barrier”, “unknown directions”, “lack of confidence”, “learning disturbance”, “lack of adherence”, “development block”, “weakness of willpower”, and “hesitation to take actions.” 2. The reality therapy career group counseling for the junior students reveals evident effects on “decision-making interference” not immediately but after four weeks. 3. The reality therapy career group counseling for the junior students reveals no evident effects on “department selection” both immediately and four weeks later. 4. The reality therapy career group counseling provides the participants with a harmonious atmosphere, love, and belongingness, thus helping enhance their career self-efficacy. 5. The reality therapy career group counseling teaches participants “scaling questions”, and 95 % junior students show that “scaling questions” is the most practical evaluation system which is helpful for individual career planning. Based on the results, conclusion and proposals can be taken as references for counseling and further studies.
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Liao, Chia-Hui, i 廖佳慧. "The coping process of adult who confront career barriers". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29012297717519867320.
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碩士國立臺灣師範大學
社會教育研究所
92
The purpose of this research is to explore the coping process of adult who confront career barriers . This research use the narrative approach to to collect narrative data and write life store about the coping process of adult who confront career barriers， and from “career motivation”、”supportive situational condition”、 “social-culture context” and “meaning” approach to discovery the development context of the coping process of adult who confront career barriers. The results of this research are as follows: 1.Career motivation”、 “supportive situational condition” 、“social-culture context” and“ the discovering of meaning” is the the effect of the factors that affect the way to coping career barriers . 2.“Re-evaluation” affect the coping strategies of career barriers which can decrease the effect of emotion and the problem-solving approach. 3.The situation of overcoming career barriers appears different coping process.
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Jin-Ming, Wen, i 温進明. "The Relationship Among Career Barriers, Career Self-Efficacy and Career Development of the Academically Gifted Students in High Schools". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/27063526335565488737.
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碩士國立臺灣師範大學
特殊教育學系
102
The purposes of this research were to explore the differences and relationship among career barriers, career self-efficacy and career development of the academically gifted students in high schools in terms of their different backgrounds. We also examined the mediation effect of career self-efficacy on the relationship between career barriers and career development. The data were collected from a questionnaire survey of 485 academically gifted students in high schools. The collected data were analyzed by computing descriptive statistics, three-way ANOVA, Pearson product-moment correlations and multiple linear regression. The main findings of this research were as follows: 1.Career development of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. In terms of career understanding, male gifted students had greater level than female gifted students; humanities gifted students had greater level than science gifted students. In terms of career exploring, female junior high gifted students had greater level than male junior high gifted students; male senior high gifted students had greater level than male junior gifted students; female senior high gifted students had greater level than female junior gifted students. In terms of career planning, male gifted students had greater level than female gifted students; senior high gifted students had greater level than junior high gifted students. 2.Career self-efficacy of academically gifted students varied significantly in terms of gender and educational stage . Male gifted students had greater level than female gifted students; senior high gifted students had greater level than junior high gifted students. 3.Career barriers of academically gifted students varied significantly in terms of gender, educational stage and categories of giftedness. In terms of gifted labels, male senior high science gifted students perceived more barriers than female senior high science gifted students; female junior high science gifted students perceived more barriers than female senior high science gifted students; female junior high science gifted students perceived more barriers than female junior high humanities gifted students; female senior high humanities gifted students perceived more barriers than female senior high science gifted students. In terms of social values, junior high gifted students perceived more barriers than senior high gifted students. 4.There existed a significantly positive correlation between career development and career self-efficacy, a significantly negative correlation between career self-efficacy and career barriers and a significantly negative correlation between career development and career barriers. Career self-efficacy had a partial mediation effect on the relationship between career barriers and career development. Finally, suggestions for future studies and gifted education were discussed.
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Hsin, Yang Chia, i 楊家鑫. "The Study of Career Development and Career Barriers of High School Korfball Athletic Talent Students". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94291024226584369228.
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蔡佩芳. "The Relationships Among Individual Traditionality, Individual Modernity, Career Barriers, and Career Self-efficacy of Housewives". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/71933828879843661304.
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碩士國立高雄師範大學
輔導與諮商研究所
96
The society is influenced by westernization at present, emphasis on sex equality and women's subject consciousness is promoting, the idea of the modernity seems to challenge Taiwan and pay attention to the patriarchy, and the family primarily idea. However, a lot of researches point out, the social conduct is opened gradually, and also more and more pay attention to women's rights and interests, but once Taiwanese women get married, even if individual has higher career self- efficiency, but still encounter a lot of career barriers. This demonstrated that housewives still have idea of modernity, but the traditional idea still influences its career develop deeply. The purpose of the present study is to investigate the relationship among individual tradition, individual modernity, career barriers and career self-efficacy of housewives. There are three hundred and forty-two housewives in Kaohsiung City participated in this survey. Individual Traditional Scale, Individual Modernity Scale, and Adult Career Cognition Scale were used in this survey. Descriptive statistics, t-test of independent samles, one-way analysis of variance, and product-moment correlation of Pearson. And stepwise regression were used to analysis the data. The results of this survey indicate that the housewives are moderated to low in “individual tradition” and “career barriers”; moderated to high in “individual modernity” and “career self-efficacy”. And individual traditional and career barriers, individual tradition and career self-efficacy are also positive correlation. The elder housewives not only have higher “male superiority”, but also more stronger to predict career barriers. By the way, the housewives under the age of thirty have the lowest “inference”, and “the doctrine of the mean point of view” that can predict career self-efficacy most. According to the result of study, we have provided discussion and suggestion to the relevant association as further investigation and reference material.