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A national longitudinal database (NELS: 88-94, 1996) was used to examine the occupational aspiration patterns, vocational preparation, and work-related experiences of adolescents who were either work-bound or college-bound two years after their initial transition from high school to work or postsecondary education. Adolescents' career choice and behavior patterns were analyzed at two separate points. Grades 8 and 10 achievement profiles of work- and unemployment-bound youths were similar; both groups had significantly lower achievement scores than college-bound youths. Socioeconomic status (SES) had considerable influence on determining both occupational aspirations and postsecondary transition status. Two-thirds of all young adults who were work-bound or unemployed/out of the work force were in the lowest two SES groups. Adolescents in the highest SES were four times more likely to be college-bound. Educational aspiration was a more accurate predictor of postsecondary status than occupational aspiration. Work-bound youths did not engage in higher levels of school-based work preparation than college-bound peers. Occupational aspirations of college-bound youth were relatively stable over the two-year period (from Grade 8 to 10), while those of noncollege-bound youths were more volatile. The prestige levels of occupational aspirations, for all youth, were relatively established by early adolescence and did not change significantly over time.

The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned with their personal aspirations and priorities. Moreover, individuals with disabilities continue to experience barriers to employment, educational, economic, and other challenges well into adulthood. Moving forward as a field will require continued investment in strong scholarship and careful consideration of new areas of inquiry. In this article, we present a framework for transition research designed to identify key issues and intersections in which future inquiry should be directed. We present research needs in six different areas to illustrate these possibilities. We also highlight some of the complexities and considerations associated with conducting this research.

A Korean national database, the High School Graduates Occupational Mobility Survey, was used to examine the influence of perceived social supports (family and school) and career adaptability on the subsequent job satisfaction of work-bound adolescents 4 months after their transition from high school to work. Structural equation modeling analysis revealed that social supports indirectly influenced job satisfaction by enhancing career adaptability. Perceived school support and family support were found to be highly correlated with each other, indicating individuals are cognitively consistent in their perceptions of environmental supports. Gender differences existed on all chosen variables (except for career planning), with women reporting greater levels than men. A significant gender difference was also found in the relationship between career adaptability and job satisfaction. Men were more influenced by career adaptability in experiencing job satisfaction than women. Interpretations of these findings were shared in light of career development theory and Korean culture.