Career Development in Middle Childhood: A Qualitative Inquiry

Schultheiss, Donna E. Palladino; Palma, Thomas V.; Manzi, Alberta J.

doi:10.1002/j.2161-0045.2005.tb00994.x

Cited by 58 publications

(57 citation statements)

References 29 publications

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“…The results of this analysis largely supported our efforts to construct items consistent with the cognitive and emotional dimensions of career decision-making and the theoretical background of career development and choice in the school age. The components of factor analysis are consistent with theory and research (Chartarnd & Robbins, 1990;Kelly & Lee, 2002;Saka, Gati & Kelly, 2008;Schultheiss, Palma, & Manzi, 2002) and suggest that Greek primary education students could approach issues of decision-making in occupational terms.…”

Section: Discussionsupporting

confidence: 79%

Career Decision-Making Characteristics of Primary Education Students in Greece

Sidiropoulou-Dimakakou¹,

Mylonas²,

Argyropoulou³

et al. 2013

IES

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The present study aims at investigating career decision-making process of 6 th grade students with the use of the Childhood Career Decision-Making Questionnaire (CCDMQ). CCDMQ offers scores for the following three decision-making dimensions: (a) Concerns/ fears regarding career future, (b) Investment οn decision-making process, and (c) Knowledge of the World of Work. The study reports the psychometric properties and the results of an exploratory factor analysis of the CCDMQ in a sample of 531 6 th grade students in the region of Attica, Greece. The implications for future research and for career guidance are discussed.

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Section: Discussionsupporting

confidence: 79%

Career Decision-Making Characteristics of Primary Education Students in Greece

Sidiropoulou-Dimakakou¹,

Mylonas²,

Argyropoulou³

et al. 2013

IES

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“…For instance, children begin to learn about possible future jobs through seeing adults in their communities and parents' social networks (Schultheiss, Palma, & Manzi, 2005;Super, 1990). Self-perceptions develop through experiences in school (Lent et al, 1994) and feedback from one's social network (Jacobs, Davis-Kean, Bleeker, Eccles, & Malanchuk, 2005).…”

Section: Socialization and Career Choicesmentioning

confidence: 99%

Career Development From Adolescence Through Emerging Adulthood

Messersmith

Garrett

Davis‐Kean

et al. 2008

Journal of Adolescent Research

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Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed methods study, we examine the supportive and obstructive career-related experiences of 13 men and 13 women (modal age 25). Interviews focused primarily on the pathway toward or away from an information technology (IT) career. Thematic coding indicated that parents were mostly supportive, while experiences in school and work occasionally made individuals reconsider their career plans. Social influences often changed developmentally as participants entered full-time jobs. Gendered participation in IT was often attributed to women's perception that it is a male-oriented field.Keywords career development; adolescence; emerging adulthood; gender; ethnic differences; socialization; technology Attracting new employees to science, technology, engineering, and mathematics (STEM) jobs, as well as increasing the diversity of this workforce, has been of great interest to researchers, policy makers, and employers in recent years (Meece, 2006). Despite efforts to increase the number of women and minorities in STEM careers, they remain underrepresented in the STEM workforce (National Science Foundation, 1996). Career development theories suggest that individuals select career fields based on their selfperceptions, values, and beliefs and that individual differences in these cognitions can explain much of the gender and ethnic gaps in career field participation (Eccles et al., 1983;Gottfredson, 1981;Lent, Brown, & Hackett, 1994;Savickas, 2005). Although internal cognitions are the most proximal factors to career choice, career development theorists also suggest that these cognitions are developed through experiences in homes, schools, and other contexts and that these experiences may be more distal sources of imbalanced workforces.In one particular STEM field, information technology (IT), the rapid creation of new jobs has led to a shortage of qualified employees (U.S. Department of Commerce, 2003 This article examines the career path of emerging adults who enter IT careers and those who could enter these careers but do not in order to highlight socialization influences that may contribute to occupational choices. Examining the IT field in particular has the unique potential to highlight both gender and racial differences in socialization toward (or away from) some occupations. Socialization and Career ChoicesThe occupational choices made by emerging adults have their roots in earlier interactions and experiences (Eccles et al., 1983;Gottfredson, 1981;Lent et al., 1994;Savickas, 2005;Whiston & Keller, 2004). For instance, children begin to learn about possible future jobs through seeing adults in their communities and parents' social networks (Schultheiss, Palma, & Manzi, 2005;Super, 1990). Self-perceptions develop through experiences in school (Lent et al., 1994) and feedbac...

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“…As pesquisas nesta temática têm evidenciado o contributo da influência dos pais (e família), dos colegas de escola, dos amigos, dos professores ou dos psicólogos e conselheiros escolares (Abreu, 1996;Kenny & Bledsoe, 2005;Paa & McWhirter, 2000;Schultheiss, Palma, & Manzi, 2005;Wall, Covell, & MacIntyre, 1999), nas expetativas e valores de carreira, autoeficácia e interesses, e na busca de objetivos educacionais e de carreira (Schultheiss, 2007).…”

Section: Introductionunclassified

“…Os resultados de um estudo com crianças dos 4º e 5º anos de escolaridade, desenvolvido por Schultheiss et al (2005), indicam que os professores são vistos pelos alunos como: influentes na aquisição de conhecimento e informação acerca das profissões, aparecendo como agentes educativos que fornecem apoio social, que identificam pontos fortes nos alunos, nomeadamente capacidades e a respetiva ligação ao desempenho de potenciais profissões futuras, sendo vistos como figuras-modelo, que criam experiências de exploração, que moldam as conceções de trabalho dos alunos e que enfatizam a importância da escola, transmitindo valores de vida. Alunos e professores reconhecem o papel que estes últimos desempenham no desenvolvimento dos alunos em termos pessoais, científicos e pedagógicos (influência geral), a sua ação específica no âmbito da disciplina que lecionam e respetiva ligação a projetos vocacionais, bem como a importância da cooperação dos professores com outros agentes educativos e comunitários (Pinto, Taveira, & Fernandes, 2003).…”

Section: Introductionunclassified

Perceived teacher support on children and adolescent career development: validation of a rating scale

David¹,

Silva²,

Paixão³

2016

Psychologica

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Career Development in Middle Childhood: A Qualitative Inquiry

Cited by 58 publications

References 29 publications

Career Decision-Making Characteristics of Primary Education Students in Greece

Career Decision-Making Characteristics of Primary Education Students in Greece

Career Development From Adolescence Through Emerging Adulthood

Perceived teacher support on children and adolescent career development: validation of a rating scale

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