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Descriptors:
Females; Majors (Students); Academic Persistence; Science Education; Role of Religion; Teacher Educators; Hispanic American Students; African American Students; Disproportionate Representation; Student Attitudes; Career Choice; Science Careers; Religious Factors; Beliefs; Minority Group Students

Abstract:
This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Concept; Work Environment; Supervision; Counselor Training; Counselors; Supervisors; Career Development; Career Choice; Career Counseling

Abstract:
Counselor supervision occurs during a critical stage when counselors-in-training (CITs) are actively developing their career self-concept as they adapt to professional life and responsibilities. This article provides an application of a narrative approach for supervisors helping CITs understand how their personal occupational images interplay with adjusting to the work environment. With this understanding, CITs are able to identify aspects of the professional career image that they want to develop and portray in their pursuit of a career in counseling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Graduates; Private Colleges; College Students; Public Colleges; Debt (Financial); Masters Programs; Marital Status; Outcomes of Education; Career Choice; Life Style; Student Financial Aid; Salaries; Ownership; Real Estate

Abstract:
This paper examines how college educational debt affects various post-baccalaureate decisions of bachelor's degree recipients. I employ the Baccalaureate and Beyond 93/97 survey data. Using college-aid policies as instrumental variables to correct for the endogeneity of student college debt level, I find that for public college graduates, college debt has a negative and significant effect on graduate school attendance. This negative effect is concentrated on more costly programs associated with doctoral, MBA, and first professional (FP) degrees, and debt has no effect on the choice of a master's program. For private college students, debt does not have an effect on the overall graduate school attendance, but this absence of effect conceals the differential effects of debt on different graduate programs--debt has a positive and significant effect on the choice of an MBA or an FP program, and a zero effect on other programs. For both public and private college students, debt has no effects on early career choices such as salary, sector of occupation, marital status, and homeownership. (Contains 7 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Career Education; Career Guidance; Counseling Effectiveness; Secondary School Students; Vocational Education; Prevocational Education; Competence; Learning Motivation; Internship Programs; Career Choice; Professional Identity; Personality Theories

Abstract:
In this article we focus on the effects of career education and guidance among students (ages 12-19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Career Readiness; Adolescents; Longitudinal Studies; Classification; Multivariate Analysis; Predictor Variables; Group Membership; Career Choice; Career Planning

Abstract:
Latent class analysis was used to examine the career preparation of 5,227 11th-grade Korean adolescents taken from the Korean Education Longitudinal Study of 2005 (KELS:2005). Three career preparedness groups were identified, to reflecting Skorikov's ("J Vocat Behav" 70:8-24, 2007) conceptualization of career preparedness: prepared, confused, and unprepared. Most individual, family, and school factors selected for study were statistically significant predictors of group membership. Results provided insight about career decidedness and career planning from a Korean context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Career Guidance; Young Adults; Decision Making; Comparative Analysis; Higher Education; Evaluation; Careers; Career Choice; Course Selection (Students); Career Counseling; Foreign Countries; Predictor Variables

Abstract:
A sample of 182 young adults about to choose their college major were randomly assigned to 2 guidance methods aimed at facilitating choosing among promising career alternatives: Table-for-Choice and Circles-for-Choice. Table-for-Choice was perceived as more effective, but individuals' confidence in their choice was higher in the Circles-for-Choice condition. More factors that serve to compare and evaluate the options were listed by participants in the Circles-for-Choice condition. No interaction emerged between the participant's decision-making style and the usefulness of the two methods. Both methods were perceived as more useful for participants who were already at the choice stage than for those who were only at the prescreening or the in-depth explorations stage. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Choice; Models; Student Motivation; High School Students; Student Surveys; Self Determination; Career Choice; Goodness of Fit; Student Interests; Income; Occupational Aspiration; Expectation; Success; Family Influence; Factor Analysis; Structural Equation Models; Foreign Countries

Abstract:
This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a "good" occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Grief; Siblings; Cancer; Coping; Interviews; Parent Attitudes; Emotional Response; Behavior Problems; Social Support Groups; Interpersonal Communication; Play; Career Choice; Children; Adolescents; Foreign Countries; Longitudinal Studies

Abstract:
We investigated longitudinally parental perceptions of siblings' bereavement after childhood cancer death. Parents were interviewed 6 months (n = 25) and 18 months (n = 15) post-death. Data are analyzed combined and over time. The following themes emerged: (a) expression of grief: missing deceased child (verbally, crying), behavioral problems, difficulty understanding the meaning of death (pre-schoolers), and avoiding talking with parents about feelings (adolescents); (b) what helps siblings grief: moving on, talking about deceased child and social support; (c) relationship with parents improved for most siblings; and (d) bond with deceased sibling: pretend-play (preschoolers), dreaming, and career choices (adolescents). Over time, themes reflected stability and change. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Child Care; Teacher Characteristics; Child Caregivers; Job Satisfaction; Young Children; Teacher Persistence; Teacher Student Relationship; Child Care Centers; Toddlers; Interaction; Career Choice; Educational Attainment; Teaching Experience; Professional Associations

Abstract:
Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers' commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers' interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers' commitment to the field and the assessed quality of teacher-child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers' emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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