Ethical Implications of Career Assessment With Women

Abstract

Ethical assessment practices require practitioners to examine assessments in terms of their appropriateness for male and female clients. This article explores gender differences on career assessments in the areas of individual differences and career choice process with a focus on ethical implications for gender-sensitive career assessments. Although the focus of this discussion is on career assessment with women, the suggestions also apply to male clients. Recommendations for gendersensitive career assessment and interpretation are provided.

International Handbook of Career Guidance

“…Suzuki and Ahluwalia (2003) emphasised the importance of practitioners understanding the relationship between gender and assessment, adding that this has largely been disregarded in the literature. Whiston and Bouwkamp (2003) concurred, stating that it is ethically important for counsellors to be aware of gender issues in assessment. This requires that counsellors understand the meaning of gender in relation to the client's culture (e.g., worldviews and identity development), family values, the extent to which the client adheres to gender role expectations, gender role socialisation, self-efficacy in relation to the self and one's career, the client's reaction to the therapist's gender, and how gender plays a role in the client's presenting issues (Bingham & Ward, 1997;.…”

“…This requires that counsellors understand the meaning of gender in relation to the client's culture (e.g., worldviews and identity development), family values, the extent to which the client adheres to gender role expectations, gender role socialisation, self-efficacy in relation to the self and one's career, the client's reaction to the therapist's gender, and how gender plays a role in the client's presenting issues (Bingham & Ward, 1997;. Hence, practitioners are urged to have knowledge of gender issues and incorporate this knowledge into the use of career assessment with both men and women (Whiston & Bouwkamp, 2003). It also is important for practitioners to examine their own biases concerning gender roles in traditional and non-traditional careers.…”

“…It is important for practitioners to bear in mind that such tests reflect "developed aptitude" rather than potential aptitude. Hence, a lack of inherent ability is not necessarily measured by aptitude and achievement tests (Whiston & Bouwkamp, 2003). In assessment and testing for women, information gathering should be aimed at empowering the client and focusing on the client's strengths and coping abilities.…”

The validity of a German version of the career exploration survey

“…There are indications that career exploration varies across gender (Patton et al, 2004;Whiston & Bouwkamp, 2003) and that girls score higher on the CES scales than boys (Taveira et al, 1998). According to Super's (1994) theory of career exploration, the degree of career exploration by youths should increase with age.…”

Vocational Research for the Liberation of Battered Women

“…Qualitative and quantitative research examining the utility of different forms of vocational assessment (e.g., interview, self-report, behavioral, multiplerater assessments, and computers) and different information gathered from using different forms of assessment. For example, assessment with women must account for how gender role socialization, experiences of violence, and other forms of oppression may result in women's significant underreporting of their skills, abilities, and achievements (Gilbert & Brownson, 1998;Walsh, 1997;Walsh & Osipow, 1994;Whiston & Bouwkamp, 2003). 4.…”