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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (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:
Females; Foreign Countries; Private Education; Curriculum; Interpersonal Relationship; Self Concept; Security (Psychology); Economic Factors; Educational Attainment; Educational Practices; Family Relationship; Academic Aspiration; Occupational Aspiration; Expectation; Extracurricular Activities; Interviews; Student Attitudes; School Choice

Abstract:
This paper takes as its starting point the concept of concerted cultivation as coined by Annette Lareau. It examines whether a focus on concerted cultivation adequately captures the various practices observed in young women's experiences of being privately educated in four schools in one area of England. We suggest that a variety of practices of cultivation are evident in the reasons reported as influencing the choice of private education, the ways schools present themselves and organise the curriculum, the manner in which young women in such schools relate to one another, and the experiences young women have in securing different forms of accomplishment. Regardless of whether this accomplishment is "effortless" or more worked at, the outcomes of these practices support young women in having a high degree of surety in the self. This surety is facilitated through family and school practices and is grounded, for the most part, in educational and economic security. Together, these processes support the reproduction of various forms of privilege in and through young women's lives. (Contains 1 table and 1 note.) 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:
Foreign Countries; Human Capital; Social Capital; Social Networks; International Education; Foreign Students; Interviews; Student Attitudes; Vietnamese People; Academic Aspiration; Ideology; Occupational Aspiration; Self Determination; Citizenship; Social Environment; Cultural Influences

Abstract:
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. 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:
College Faculty; Feedback (Response); Graduate Students; Costs; Doctoral Degrees; Occupational Aspiration; Employment; Intellectual Disciplines; Job Applicants; Conferences (Gatherings); Art Education; Fees; Private Sector; Portfolios (Background Materials); Internet; Information Storage

Abstract:
Ph.D.'s are used to shelling out tens of thousands of dollars in the name of education. But earning the top graduate degree doesn't mean their spending has come to an end. An industry designed to help aspiring academics manage the job-application process and land tenure-track jobs is growing, and reaping the benefits of a tight market in many disciplines. New Ph.D.'s have long had to set aside money to mail applications and travel to scholarly conferences. But now their job-hunting tabs also include the cost of new services, like digital storage for recommendation letters, research statements, and other documents. Graduates' costs are growing, too, as they stay on the market longer. Old costs, like those for conferences, are compounding, while the costs of new products, services, and fees are adding up. In the 2012 hiring season, applicants for faculty positions at some art programs, like Colorado State's and Temple University's Tyler School of Art, were charged fees of $10 to $15 to transmit digital files of their creative materials through SlideRoom, a virtual art portal that the institutions insisted candidates use. The escalating number of job applications submitted by many Ph.D.'s is making it difficult for advisers to keep up with writing reference letters. Advisers and students are increasingly turning to private companies to help them manage the growing volume of documents. Interfolio, which is now commonly used, charges $19 for a one-year plan, or up to $57 for five years, to upload and store application documents, like CVs, cover letters, teaching statements, and reference letters. Applicants then pay the company a fee to deliver each document they need. The costs vary, from as low as $6 per application for delivery by e-mail or domestic mail and up to $45 for delivery by international mail. Graduate students and new Ph.D.'s are also paying money for job-seeking advice and for personally tailored feedback beyond what they get as part of their graduate programs or from their advisers. 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:
Academic Achievement; Undergraduate Study; Economic Factors; Lecture Method; Family Income; Study Habits; Attendance; Prediction; Policy Formation; Personality Traits; Occupational Aspiration; Futures (of Society); Student Behavior

Abstract:
Undergraduate study behaviours, principally lecture attendance and additional study, are shown to predict better student achievement by many researchers. Despite this, there is not much evidence on the determinants of these behaviours. This is the first paper to explore the determinants of study behaviours across multiple subject areas; and is the first to incorporate students' noncognitive traits into such a model; that the authors are aware of. This enables the formation of policy that can improve academic achievement by encouraging study behaviour. The results show that students' noncognitive traits, in particular conscientiousness and future-orientation, are important determinants of lecture attendance and additional study hours. In fact, there is very little that explains undergraduate study behaviour besides noncognitive traits. Standard economic factors, such as family income, financial aid and parental transfers, are not predictive of study behaviours. Some comments are provided on a potential behavioural economics approach to encouraging study behaviours. (Contains 2 tables and 2 figures.) 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:
Racial Attitudes; Teacher Expectations of Students; African American Students; Science Achievement; Teacher Attitudes; Stereotypes; Barriers; Occupational Aspiration; College Students; Scientists; Science Careers; Sociocultural Patterns; Career Choice; Scientific Research; Career Development; Females

Abstract:
The body of research aimed at explaining the science teaching and learning of African Americans has identified myriad factors that correlate with African American's science career choices and science performance generally. It has not, however, offered any satisfactory explanations as to why those factors are disproportionately racially determined. This article argues that the sociocultural construction of race, which has roots in antebellum Western society, has endured to the present day; and that there is sufficient historical tradition and empirical evidence to warrant a research agenda that accounts for the sociocultural construction of race in explaining African American science education. The article concludes by suggesting a set of research questions and theoretical perspectives that considers the sociocultural construction of race to guide future research. (Contains 7 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:
Academic Achievement; Self Concept; Developed Nations; Developing Nations; Context Effect; Structural Equation Models; High Achievement; Occupational Aspiration; Foreign Countries; Prediction; Generalization; Correlation; Secondary School Students; Student Attitudes; Science Careers; Career Choice; Science Education; Cross Cultural Studies

Abstract:
Being schooled with other high-achieving peers has a detrimental influence on students' self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations--the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career aspirations positively. Research from Western and developed countries implies that the negative contextual effect on career aspirations is mediated by academic self-concept. Using data from the Program for International Student Assessment (PISA) 2006 (a total of 398,750 15-year-old students from 57 countries), we test the generalizability of this mediation model in science using a general multilevel structural equation modeling framework. Individual achievement was positively related to academic self-concept (52 countries) and career aspirations (42 countries). The positive effect on career aspirations was mediated by self-concept in 54 countries. The negative effects of school-average achievement on self-concept (50 countries) and career aspirations (31 countries) also generalized well. After controlling for self-concept at both the individual and the school level, there were significant indirect contextual effects in 34 countries--evidence for mediation of the contextual effect of school-average achievement on career intentions by academic self-concept. (Contains 4 tables and 5 figures.) 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:
Adolescents; Social Status; Career Development; Gender Differences; Occupational Aspiration; Income; Models; Statistical Analysis; Interviews; Foreign Countries; Self Concept; Well Being; Longitudinal Studies; Young Adults; Adults; Role

Abstract:
There is a lack of longitudinal research linking adolescent career aspirations to adult outcomes other than career and income attainment. Drawing on Nurmi's (2004) and Salmela-Aro, Aunola, and Nurmi's (2007) life-span model of motivation and using quantitative survey data at ages 16, 23, 33, 42, and 50 years, combined with retrospective interview data at age 50 (collected from 25 members of a British cohort study born in 1958), we aimed to gain a more rounded understanding of the role that adolescent career aspirations play in shaping not only adult career development but also adult identities and well-being. Twenty-two of the 25 participants fulfilled their adolescent career aspirations later in life through achieving (a) the exact career they aspired to or (b) the social status of the career they aspired to. In relation to adult personal identity and well-being, the findings suggest that what matters is not just whether a person aims high at age 16 (i.e., to be a professional or a manager) but also whether the person remembers having strong or meaningful career aspirations. Further themes, gender differences, and implications for policy and future research are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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