Career Development of Black Males: Case Studies

Chung, Yoon Do; Baskin, Monica L.; Case, Andrew B.

doi:10.1177/089484539902500301

Cited by 18 publications

(26 citation statements)

References 16 publications

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“…Regarding differences in treatment, nearly 73% of African American participants, representing all leadership levels, reported feeling excluded, uncared for, or left out of communications. Those findings aligned with those of previous studies on African Americans in Predominantly White Institutions (Dahlvig, ), minorities in academic settings (Brittian, Sy, & Stokes, ), the career development of African American males (Chung, Baskin, & Case, ), and cross‐race mentoring (Stanley & Lincoln, ).…”

Section: The Meaning Behind Mentoringsupporting

confidence: 89%

Mentoring leaders across race and gender lines: Insight from US Army officers

Randolph¹,

Nisbett²

2019

Glob Bus Org Exc

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The importance of mentoring to career development is well recognized; yet practice does not always follow theory, often to the exclusion of minorities and women. Interviews with 13 US Army officers representing various backgrounds highlighted several inequities that have been reported in previous organizational research. The inquiry also emphasized the need for organizational leaders to create a common operating picture to improve the execution of their mentoring programs, ensure ongoing mentoring throughout staff members' careers, and identify and eliminate barriers to mentoring based on race or gender. Although such efforts may require a paradigm shift in organizational practices and culture, they are essential to ensuring equity in the workplace, robust leadership development, a high level of commitment and performance, and success at all levels.

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Section: The Meaning Behind Mentoringsupporting

confidence: 89%

Mentoring leaders across race and gender lines: Insight from US Army officers

Randolph¹,

Nisbett²

2019

Glob Bus Org Exc

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“…Understanding more about the unique issues and concerns of racial/ethnic minorities is important (Bowman, 1993;Chung, Baskin, & Case, 1999). Because they may face stereotyping, discrimination, and environmental barriers, individuals who are racial/ethnic minorities may experience unique career development challenges (Herr & Cramer, 1997).…”

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confidence: 99%

“…Because they may face stereotyping, discrimination, and environmental barriers, individuals who are racial/ethnic minorities may experience unique career development challenges (Herr & Cramer, 1997). For example, a scarcity of same-race role models may be a barrier to some racial minority individuals' career development (Bright, Duefield, & Stone, 1998;Chung et a!., 1999;Haas & Sullivan, 1991;Hamann & Walker, 1993) because there are disproportionately fewer racial minority professionals in many career fields and academic settings (Fouad, 1995). The assumptions behind this theoretical postulate are that role models ofone's own race serve functions that models of a different racial/ethnic background do not serve and that people consider race when selecting career role models.…”

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confidence: 99%

The Relationship Between Race and Students' Identified Career Role Models and Perceived Role Model Influence

Karunanayake

Nauta

2004

The Career Development Quart

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The authors examined whether college students' race was related to the modal race of their identified career role models, the number of identified career role models, and their perceived influence from such models. Consistent with A. Bandura's (1977Bandura's ( , 1986 social learning theory, students tended to have role models whose race was the same as their own, and this finding held among career role models who were not members of students' families. Caucasian and racial minority students did not differ respecting overall number of, and perceived influence from, career role models. Career intervention and research implications are discussed.Understanding more about the unique issues and concerns of racial/ethnic minorities is important (Bowman, 1993;Chung, Baskin, & Case, 1999). Because they may face stereotyping, discrimination, and environmental barriers, individuals who are racial/ethnic minorities may experience unique career development challenges (Herr & Cramer, 1997). For example, a scarcity of same-race role models may be a barrier to some racial minority individuals' career development (Bright, Duefield, & Stone, 1998;Chung et a!., 1999;Haas & Sullivan, 1991;Hamann & Walker, 1993) because there are disproportionately fewer racial minority professionals in many career fields and academic settings (Fouad, 1995). The assumptions behind this theoretical postulate are that role models ofone's own race serve functions that models of a different racial/ethnic background do not serve and that people consider race when selecting career role models. However, although they may be theoretically likely, these assumptions have not been tested empirically. The purpose of this study was to examine how frequently college students' career role models are ofa similar racey'ethuicity as that of the student and to determine whether there are differences in the extent of influence from career role models among college students from different racial/ethnic groups.

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“…This finding might reflect the different perceptions the participants had oftheir mothers and fathers; although fathers were viewed as more encouraging ofindependence than mothers, support by the mother may be particularly salient in decision making. Regarding the role of fathers, Chung, Baskin, and Case (1999) showed that the financial support and role modeling effects of a father or father figure strongly influenced the career development ofsome of their African American young men.…”

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confidence: 99%

The Role of Work‐Related Skills and Career Role Models in Adolescent Career Maturity

Flouri¹,

Buchanan²

2002

The Career Development Quart

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The authors used data for 2,722 British adolescents, ages 14-18 years, to explore whether work-related skills and career role models are associated with career maturity when sociodemographic characteristics (age, socioeconomic status, gender, family structure), family support (mother involvement, father involvement), and personal characteristics (self-confidence, academic motivation) are controlled. Having workrelated skills and having a career role model were positively associated with career maturity, and having career pressure was negatively associated with career maturity. Family structure and socioeconomic status were unrelated to career maturity. Academic motivation, mother involvement, father involvement, and self-confidence were related to career maturity at the bivariate but not at the multivariate level.Career development and career plans in adolescence are related to both mental and physical health and can have long-term outcomes (DeGoede, Spruijt, Iedema, & Meeus, 1999). Several factors have been shown to be related to career development in adolescence. These influences include factors within the individual and factors within the family. Regarding individual factors, career aspirations in adolescence have consistently been found to be associated with high socioeconomic status, internal locus of control, self-esteem, high education aspirations, academic achievement

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Career Development of Black Males: Case Studies

Cited by 18 publications

References 16 publications

Mentoring leaders across race and gender lines: Insight from US Army officers

Mentoring leaders across race and gender lines: Insight from US Army officers

The Relationship Between Race and Students' Identified Career Role Models and Perceived Role Model Influence

The Role of Work‐Related Skills and Career Role Models in Adolescent Career Maturity

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