Correction to: LGB identity and career decision-making self-efficacy among sexual minority college students

International Journal for Educational and Vocational Guidance - In the original article published, the first author’s affiliation is incorrect. The correct affiliation of the author Hansori...     

Assessing and changing career decision-making self-efficacy expectations

Conclusion Evidence that a significant percentage of career decision-makers may be helped only partially by traditional information-oriented approaches suggests that career counselors pay increased attention to the personal-emotional barriers which deter many individuals from making and enacting sound career plans. Self-efficacy theory seems to be especially promising as a guide for changing negative expectations, as it offers the counselor a set of specific strategies for assessing low expectations and for treating them. Social-cognitive theory provides a firm research-based framework from which the counselor can encourage clients to gather new efficacy information. Using the basic social-cognitive strategies, counseling can proceed to facilitate the changing of clients' cognitive schemata, by means of the counselor's encouraging clients to consider new evidence and to try further tests of old beliefs. Counselors are encouraged to continue to explore methods for assessing and treating low career decision-making self-efficacy expectations. A self-efficacy-based approach lends itself to the requirement for focused, short-term intervention which is typical of many settings in which career counseling is practiced, while it also ensures that important personal-emotional issues in career decision-making are addressed.     

职业决策自我效能研究综述

自我效能感是指人们对自己实现特定领域行为目标所需能力的信心或信念，不同领域的自我效能感是有所差异的。在个体求职过程中，职业决策是一个关键的步骤，而对职业决策起决定作用的是个体的自我效能感。     

Gender differences in high-school learning experiences,motivation, self-efficacy,and career aspirations among Taiwanese STEM college students

ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.     

职业指导中生涯自我效能的干预途径和方法

生涯自我效能是个体对自身有关生涯能力的认知判断，具有动机性作用，对个体一系列的生涯活动发挥着强有力的影响。生涯自我效能的形成和发展有其信息源，有关研究揭示了影响生涯自我效能形成和发展的有关因素。据此可以对个体的生涯自我效能进行干预，帮助个体改善其效能感。     

The career plans of women

The impact of environmental forces and the interaction of occupational and family roles on career plans were explored in interviews with female vocational clients. Twenty unemployed women in career transitions were interviewed over a three-year period. The women were asked about their career plans at age 18, for the immediate, and the long-range future; the life events that happened and the effects these events have had on career directions. In addition, the women were asked whether they feel they are stuck or moving in their current job situation. Themes from the interviews affirm that role priorities for family and work have been shaped by socialization and changing opportunities. Many of the women, who felt unprepared previously to integrate occupational behavior in their lives, now report that the need for adaptability to work roles has become a priority.This research was partially supported by an award to the first author by the Canada Employment and Immigration Commission.     

The dimensional structure of metaphors of career and their relations to career agency,job search self-efficacy,and negative career outlook

International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY...     

Married women and career: career history accounts of primary headteachers

This paper considers how the detail of individual life history and career biography can contribute to sociological understanding about women and career. Using career history material from married women primary and infant headteachers, the paper considers what were, for the women themselves, the structural conditions and the characteristics of the teaching labour market. This is followed by an examination of the variations in the attitudes and experiences of individual women to their work and to promotion in their careers. The paper argues that the study of career biography enables us to make the theoretical link between the structural conditions in particular labour markets and the meanings of career to individual women.     

Making a good career choice: A decision-analytical intervention to enhance proactive decision-making and career choice self-efficacy in high school students

At the end of high school, teenagers must deal with the first life-changing decision of determining what to do after graduation. For these decisions, adolescents need to be able to make good choices. However, most schools have not yet implemented decision trainings into their curricula. A new intervention called “KLUGentscheiden!” was developed to train complex decision-making in high school students to close this gap. The intervention targets three key components of good decision-making: envisioning one's objectives, identifying relevant alternatives, and comparing the identified alternatives by a weighted evaluation. We assumed that successfully training those decision-analytical steps should enhance self-perceived proactive decision-making skills. In addition, the training should also enhance self-assessed career choice self-efficacy. The intervention was evaluated in a pseudorandomized control study including 193 high school students. Compared to a control group, the intervention group significantly increased proactive decision-making skills and career choice self-efficacy. Although different long-term evaluations are still pending, the KLUGentscheiden! intervention provides an important tool to train complex decision-making in high-school students. It also has the potential to apply to other career choices of young individuals, such as choosing majors, a final thesis, a job, or a field of work.     

Gender stereotypes among women engineering and technology students in the UK: lessons from career choice narratives

In the UK, women remain under-represented in engineering and technology (E&T). Research has, therefore, investigated barriers and solutions to women's recruitment, retention and progression. Recruitment into the sector may be supported by exploring the career decisions of women and men who have chosen to study E&T. Triangulating quantitative and qualitative data from E&T students at a UK university, this paper examines the gendered nature of career choice narratives. It finds that women often maintain contradictory views; upholding gendered stereotypes about women's suitability for the so-called masculine work, yet also subscribing to ideals that the sector is accessible to all who wish to work in it. This is explained using an individualist framework in which women construct an autonomous sense of self, yet are also shaped by a gendered self. Women's discourse around career choice, therefore, reveals the problematic nature of gender norms for achieving gender equity in E&T.     

The academic career: a study of subjectivity,gender and movement among women university lecturers

Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how this specific group manoeuvres; that is their 'becoming subjectivity' in academic career. This means an interest in analysing their locations, positions as well as their material and discursive conditions. The results show how many see teaching as important in career, but also as a trap that restrains them in their chances of research advancement. Several express that a lot of teaching drain the time and energy needed for other opportunities in career. There are also a few who experience teaching as a place where people actually collaborate more than compete and find alternative career strategies. Even so, these women appear caught in their careers, which can relate to gender, and to the experience of ‘incapacity’ to find directions in a more competitive structure.     

A career advancement program for women administrators

Conclusions Although it is too early to evaluate progress toward the distal goal of the CLD Program, this local program has been successful in meeting the four proximal goals (open access, career and leadership enhancement activities, career counseling, and fiscal training). Thus, it has been demonstrated that a variety of local resources can be utilized to address career needs that were not being met by national programs.Marilyn Haring-Hidore is Associate Professor of Counseling and Specialized Educational Development at the University of North Carolina at Greensboro. Address requests for reprints to the author at the School of Education, University of North Carolina at Greensboro, Greensboro NC 27412.I gratefully acknowledge the financial assistance for this program which was provided by the Z. Smith Reynolds Foundation and by Women Administrators in North Carolina Higher Education, as well as in-kind support from the University of North Carolina at Greensboro. I also thank the members of the project staff: Suzanne Freeman, Susan Phelps, Ray Wooten, and Tammy Biddix-Lyle.     

Early career patterns of men and women in British universities

The early career paths of 436 men and 162 women who took up lectureships in British universities in English, modern languages, or psychology in 1971–1973 were identified. Proportionately fewer women (61 percent) than men (80 percent) held a full-time post in a British university ten years after their initial appointment. Among those retaining a university appointment, relatively fewer women (8 percent) than men (18 percent) had advanced to the level of senior lecturer, reader, or professor. Factors that may have served to restrict the career development of women in British universities are discussed. There now is a higher proportion of women than in the past in the pool of graduates who are qualified for academic posts. However, the end to university growth makes it unlikely that the sex ratio of academics will shift substantially in the 1980s or the 1990s. Since promotion has become more competitive than it was in the past, the current sex ratio at senior levels of appointment may also remain relatively unchanged.This study was supported by funding under the Australian Research Grants Scheme. Unless stated otherwise, the university statistics cited in this article were derived from the analyses published annually by the Department of Science and Education. I am grateful to Sandra Lancaster for her assistance in data analysis.     

Associations between career adaptability and career decision-making difficulties among Turkish high school students

International Journal for Educational and Vocational Guidance - The present study examined the influence of career adaptability and gender on career decision-making difficulties among Turkish...     

Intergenerational effects of college graduation on career sex atypicality in women

This study was designed to determine whether parents' possession of a baccalaureate degree influenced the sex atypicality of the careers attained by their college-educated daughters. The intergenerational effect of mother's or father's possession of a baccalaureate degree was examined for members of two racial groups who were included among respondents to the 1971 and 1980 CIRP surveys. The sample was limited to females who attended a single four-year college or university as first-time matriculants in 1971 and were also full-time participants in the labor force in 1980. A final sample of 1,596 respondents (1,269 whites and 327 blacks) met all selection criteria. A 15-variable block recursive model was estimated to study vocational behavior processes in the subjects as related to five categories of variables: (1) student background characteristics; (2) precollege variables; (3) institutional characteristics of the college attended; (4) measures of the collegiate experience; and (5) outcome measures (educational attainment, sex atypicality of career). Results substantiated the indirect influence of father's and mother's college education on the women's educational attainment and career sex atypicality 9 years after matriculation in college. Intergroup differences in effects suggested differences in family and vocational processes.     

Technological self-efficacy among school leaders in Oman: A preliminary study

There is more need today for school leaders to be up-to-date with technology and its various uses in education. Enhancing self-efficacy in the use of technologyis an expected role of educational leadership preparation programmes. This study investigated technological self-efficacy of a group of educators in leadership positions while participating in a leadership preparation programme at Sultan Qaboos University in Oman. The findings show that these educators had high technological self-efficacy. There were also significant, positive relationships between technological self-efficacy variables, academic achievement and age. Age was negatively correlated with general learning self-efficacy and also with one indicator of academic achievement. In the qualitative analysis, the study used the framework of the Theory of Margin (TM) to identify the factors affecting technology self-efficacy. Results indicate that, while participants with a high power-load margin (PLM) reported a higher number of internal and external powers, those with a lower PLM reported a higher number of internal and external loads.     

Research productivity by career stage among Korean academics

This study explores Korean academics’ changes in research productivity by career stage. Career stage in this study is defined as a specific cohort based on one’s length of job experience, with those in the same stage sharing similar interests, values, needs, and tasks; it is categorized into fledglings, maturing academics, established academics, and patriarchs. Academics’ research productivity in each career stage is analysed, and these characteristics are compared across academic disciplines. In addition, the factors influencing research productivity in different career stages are examined. The results indicate that research productivity among academics changes according to their career stage, and its pattern differs across academic disciplines. Thus, there is a need to provide proper reward systems or career development programs in consideration of such differences.