A reaction to an analysis of nine computer-assisted career guidance systems

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

“…In regard to gender, Taber and Luzzo (1 999) asserted that only 16 of 26 studies involving DISCOVER'S effectiveness reported participant gender, less than 40% reported information on ethnicity, and none of the 26 studies explored differential effects across ethnic or socioeconomic groups. These findings are alarming given the well-established research indicating that gender, ethnicity, and SES play significant roles in shaping one's career development and attainment (e.g., Blustein, 2006;Garcia &'Plansker, 1990;Gati, Osipow, & Givon, 1995;Hinkelman & Luzzo, 1997;Krieshok, 1998;Trusty, Ng, & Plata, 2000).…”

A Differential Feature-Cost Analysis of Seventeen Computer-Assisted Career Guidance Systems

“…With each subsequent edition, additional CACG systems and features have been added. By adding additional CACG systems, as suggested by Garcia and Plansker (1990), the analysis more accurately reflects the current range of career guidance practice. In the process of analyzing each CACG system for this study, the authors chose to add new features to the analysis, and to subdivide earlier feature categories to better reflect the contents of the seventeen systems.…”

“…It is hoped that although this method may blur a few trees, it can provide a useful map of the forest. 3 3 For further discussion of methodological issues, see Garcia and Plansker (1990), Gati (1990), Jepsen (1990), Krumboltz (1990), and Oliver (1990) for critical reviews of the third edition of this feature-cost analysis (Sampson, Reardon, Humphreys, Peterson, Evans, & Domkowski, 1990) and Sampson and Reardon (1990b) for a rejoinder and a discussion of implications for practitioners, researchers, CACG system developers, and public policy makers.…”