This study examined whether variation on the cultural constructs of individualism–collectivism in a sample of predominantly majority culture (i.e., Anglo American) college students accounts for significant amounts of variance in their occupational choices, career plans, and work values. Participants (135 women, 55 men) responded to the “I am” sentence completion method (Kuhn & McPartland, 1954), the Occupational Plans Questionnaire (Hershenson, 1967), and the Work Values Inventory (Super, 1970). Overall, results indicated no significant relationships between level of collectivism and the career‐related variables.

Medcamp, a 3-day problem-based career intervention for students entering the 9th grade, implemented each of the 4 antecedents for self-efficacy. Ten boys and 35 girls participated in Medcamp; of these, 35 completed and returned the Medical Career Self-Efficacy Scales (developed by the authors for their study) both at the beginning and at the end of the program. Three scales measured specific self-efficacy (tasks students had performed during Medcamp), related self-efficacy (other tasks students would complete by the second year of medical school), and general self-efficacy (included lifestyle variables and study habits). Results demonstrated significant increases in self-efficacy on all 3 scales. In 1977, Bandura defined self-efficacy as an individual's belief that she or he can successfully perform a behavior. Hackett and Betz (1981) brought this concept into career psychology by defining career self-efficacy as the belief in one's ability to pursue a given career. Career self-efficacy seems especially salient given educators' growing concern about students' diminished interest and performance in mathematics and science courses. Betz and Hackett (1983) reported that mathematics self-efficacy related significantly to choice of math-Joan D. Speight is a psychology resident at the Center for Healthy Aging, 3250 W. Market Street, Suite 105, Akron, OH 44333. Kenneth S.