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To investigate the validity of five career maturity attitude measures among Black and White high school students, the Counseling Form of the Career Maturity Inventory Attitude Scale and a measure of appropriateness of career choices were administered to 83 Black and 239 White high school students. White students scored significantly higher than Black students on Involvement, Independence, and Compromise in Career Decision Making, and on Appropriateness of Career Choices. Reliability coefficients are mostly in the .50s and .60s. None of the five Attitude Scale subscales are related to appropriateness of career choices of Black students, and only one subscale, Compromise, is significantly correlated with appropriateness of career choices of White students. The data do not support the theoretical expectation that career maturity attitudes are related to appropriateness of career choices, and raise questions regarding the validity of inferences made about the career maturity of both Black and White students. Some practical and theoretical implications of the study are identified.

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The purpose of this study was to investigate the construct validity of the Cognitive Vocational Maturity Test (CVMT; Westbrook, 1970; Westbrook & Parry-Hill, 1973a; Westbrook & Parry-Hill, 1973b). Eleventh-grade students and 12th-grade students were administered the CVMT-Duties subtest, the Self-Knowledge scale, and the Career Choice Questionnaire (CCQ). Teachers rated 11th-grade students' career choices in terms of appropriateness. Sample B students were retested in Grade 12 with the CVMT—Duties subtest and the Self- Knowledge scale. Scores on the CVMT correlated significantly with teacher evaluations of students' career choices, self-reported grade- point-averages, and education level planned, but not with self- report measures such as the Self-Knowledge scale and amount of thinking about one's career choice. The data provide support for the convergent and discriminant validity of the CVMT—Duties subtest.