Review of Handbook for the College and University Career Center

Handbook for the College and University Career Center, by Edwin L. Herr, Jack R. Rayman, & Jeffrey W. Garis. Westport, CT: Greenwood Press (1993), 328 pages, ($65.00).     

Differences in Career Attitude and Career Knowledge for High School Students with and without Paid Work Experience

A large sample (N =1,279) of high school students was assessedusing the Career Maturity Inventory (CDI-A;Lokan, 1984). The two composite scales ofCareer Development Attitude and CareerDevelopment Knowledge were examined in relationto age, gender and whether the students hadengaged in paid work experience. Levels ofcareer maturity increased with age, and ingeneral, females at all age levels reportedhigher levels of maturity than males. Studentswith paid work experience reported higherlevels of Career Development Attitude thanthose with no paid work experience. CareerDevelopment Knowledge was not associated withpaid work experience. Gender differences alsooccurred, with females with paid workexperience generally reporting higher levels ofcareer maturity than males with paid workexperience. Results are discussed in adevelopmental context.     

Studying Career Science Teachers' Personal Histories: A Methodology for Understanding Intrinsic Reasons for Career Choice and Retention

Career choice and retention of nineteen secondary science education graduates were studied using a biographical approach. Autobiographical papers written as preservice teachers and rewritten as career teachers were compared for intrinsic reasons for vocational choice. Comparisons were made between early vocation teachers and those who chose science teaching later in their higher education studies. Participants beginning college as science education majors wanted to teach for student learning and to shape their students' lives. Participants beginning college as science majors wanted to continue learning science while also enhancing their students' science literacy. Ten participants' data from both groups showed great similarities in self as teacher across autobiographical papers. Teaching for impact on students appeared to support retention in this study. Implications for development and potential retention of future science teachers are discussed.     

The Career Myths Scale: its validity and applicability

The Career Myths Scale (CMS) was developed to assess the extent to which students subscribe to irrational beliefs regarding careers. The CMS was administered to a sample of university students (n=153) and a principal components analysis of the CMS identified the following components: Test Myths, Self-Esteem Myths, Misconceptions of Exactitude, and Career Anxiety Myths. The usefulness of the CMS in counselling students is discussed.A preliminary version of this article was presented at the International Round Table for the Advancement of Counselling Conference, Porto, Portugal, 2–6 April, 1991.     

Following Super's Heritage: Evaluation of a Career Development Program in Spain

One of Super's most important contributions has been his emphasis onthe fact that careers develop over a life span. He proposed thatcounsellors measure career development through the construct ofvocational maturity, by identifying the coping methods used in facing avocational task at each chronological age. To complement the constructof maturation as the central process in adolescent career development hedevised measures of career maturity, such as the Career DevelopmentInventory – School Form (CDI-SF). Adopting an integratedperspective akin to Super and the specific concepts he identified ascomprising Career Maturity, the author reviewed recent advances inguidance and counselling theories to lay the theoretical foundations forthe design of her Career Development Program: Tu Futuro Profesional– TFP (Your Future Career). This article shows that, althoughthe concept of career maturity has its limitations, the CDI can be usedto measure the outcome of the Program – TFP and to evaluate itseffectiveness. This procedure was used in a pre-post-test research with4991 Spanish students from the 7th to 11th grade.     

基于职业生涯发展阶段的中小学教师职业规划

有效的职业规划是学校与教师共同负责的结果。而基于教师职业生涯发展阶段的职业规划更具有针对性。职业探索期教师发展的重点在于一入职就成为职业发展的自觉主体,顺利实现职业角色的转换;职业成长期教师发展的重点在于不断生成教育实践智慧,快速成长;职业高原期教师发展的重点在于寻找发展的突破口;职业超越期教师职业发展的重点在于自主创新,实现新的飞跃。     

Career Decision-Making Self-Efficacy and Career Commitment: Gender and Ethnic Differences Among College Students

This study evaluated the Career Decision-Making Self-Efficacy Scale—Short Form (CDMSE-SF; Betz, Klein, & Taylor, 1996) using the Career Commitment Scale (CCS; Farmer, 1985) as a criterion measure. Responses from 165 undergraduates in a Southern university revealed high internal consistency for the CDMSE-SF, and moderate correlation between the CDMSE-SF and CCS. However, no gender or ethnic differences were found in this correlation. Females scored higher than males on the CCS. Blacks scored higher than Whites on both measures. Implications for practice and research are discussed.     

职业生涯教育应关注人的生涯发展

职业生涯教育是后工业化社会职业指导发展的必然趋势。职业生涯理论经历了人一职匹配和生涯发展两个不同的历史阶段。生涯发展思想认为个体职业发展是一个与人的身心发展相一致的过程。在这一思想背景下,职业生涯教育应该在生涯意识教育、生涯成长支持与辅导等方面进一步拓展工作。     

Review of Career Transitions in Turbulent Times. Exploring Work,Learning, and Careers

Career Transitions in Turbulent Times. Exploring Work, Learning, and Careers. Richard Feller and Gary Walz. Greensboro, NC: ERIC/CASS, 1996, 557 pages ($29.95).     

Career education and career guidance: Strategies for implementing career development

Dedmond is Supervisor, Career Education and Career Guidance, Virginia Department of Education.     

美国生涯教育发展及对我国职业教育的启示

美国生涯教育对我国职业教育有诸多启示,一是要树立以生涯发展和规划为核心的教育观念,二是在我国职业教育中要建立紧密联系的生涯教育系统,三是要加强生涯教育师资队伍的培训,四是要注重实现职业教育的终身化发展。     

Career Narratives of African American Female College Students: Insights for College Counselors

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012 ), the Future Career Autobiography (Rehfuss, 2009 ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990 ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.     

Career search self-efficacy: Ripe for applications and intervention programming

Summary Career search self-efficacy has been found to be predictive of individuals' level of career indecision (Taylor & Pompa, 1990) as well as the number of career search activities they actually perform (Solberg et al., in press). This article described the four sources of efficacy information and noted how application of these sources could help individuals become more successful in the career search process. Interventions designed to promote the development of career search self-efficacy are clearly needed. Two instruments for assessing the effectiveness of career search self-efficacy programs are described. Career counselors are urged to incorporate sources of efficacy into their learning experiences to facilitate enhancement of career search selfefficacy, especially with individuals who are at-risk for career search difficulty.The authors would like to thank Steve Brown and Mary Heppner for comments on an earlier draft.     

Career Academies: Effective Structures to Promote College and Career Readiness

Career academies promote smaller learning communities within high schools, creating personalized learning environments while promoting students’ readiness for college and careers. After describing the career academy structure, we present four research-based aspects that can assist school leaders and teachers in developing and implementing academies. We include practical examples from the Metro Nashville Public Schools, noting how educators have collaborated with civic agencies, businesses, and postsecondary partners to increase the graduation rate and improve student learning outcomes. Career academies can be effective in preparing students for college and careers, while also providing economic benefits to the community.     

Enhancing Career Development Through the Career Success Club

The career development of students, demonstrated by students performing appropriate career developmental tasks, is important to institutions of higher education because career developed students are more likely to have career objectives, persist in their academic goals, gain career-related work experience, find employment in their chosen fields, and graduate. The purpose of this study was to determine if the career development of students by class level had been enhanced by participation in a career management plan specifically prepared for undergraduates. The intervention of a career management plan (i.e., the Career Success Club) was successful, especially for seniors and middles, in enhancing the career development of undergraduates. Career management plans may help students that are academically undecided to become more connected to their majors by focusing more on academic and career matters.     

基于和谐理论的大学生就业教育运行机制探析

初步提出了基于和谐管理理论——“两场理论”的大学生就业教育体系,进行了和谐就业教育体系建设的动态性研究,并提出了就业教育体系优化步骤,对充分发挥高校就业教育的功能具有促进作用.     

浅析《大学生职业生涯规划》课程的建设

《大学生职业生涯规划》课程是我国高校一门新型的职业指导类课程,加强《大学生职业生涯规划》课程的建设,对提升大学生个人竞争力,促进高校长期健康发展,推动企业人力资源开发,以及维护社会繁荣稳定等方面均具有非常重要的意义。本文以南昌教育学院的职业生涯规划课程建设为例,探讨《大学生职业生涯规划》课程建设的实施途径,以提高大学生职业生涯规划教育的针对性、有效性、实用性。     

Career Academies and Urban Minority Schooling: Forging Optimism Despite Limited Opportunity

This qualitative case study focuses on 80 urban minority high school students enrolled in 2 California Career Academies, paying close attention to the cultural and institutional processes that impact their achievement. This study argues that, despite urban inequality, the Career Academy model fosters optimism among low-income minority students. However, students' experiences differ within each academy context. Some Career Academy structures are able to promote positive student relations, whereas others simply reflect the status quo. This phenomenon is primarily due to an uneven recruitment process, the resulting student population of each academy, and the differing Career Academy cultures and institutional mechanisms. This article suggests that Career Academies constitute a potentially successful school reform strategy, despite their limitations.     

对《大学生职业生涯规划》课程的调查研究

本课题组通过调查,了解到南昌地区几所高校的大学生职业生涯规划课程建设的现状、他们是否对自己的职业生涯做出过良好的规划、是否进行过充分的职业生涯的探索等,从中发现一些普遍存在的问题并找出其产生的原因,希望能引发公众对对大学生职业生涯规划方法和意义的深刻的思考与有效探讨;同时我们希望调查结果可以帮助各高校更好的建立针对学生的职业生涯规划的课程体系。