“Leaving before she leaves”: Considering future family when making career plans.

The purpose of the study was to examine the relative contributions of career predictors (self-efficacy, career barriers, and coping-efficacy for overcoming barriers) in predicting educational and achievement aspirations in a diverse sample of community college students. Data from 236 community college students were utilized. Results from hierarchical regressions suggested that career-decision self-efficacy, college self-efficacy, compromising career for partner, perceptions of barriers, and coping efficacy in overcoming barriers were unique predictors of achievement and educational aspirations. As hypothesized, coping efficacy accounted for variance above and beyond the contributions of self-efficacy and barriers in predicting aspirations. Implications of these findings for research and practice are discussed.

Section: Methodsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 98%

Understanding the Career Aspirations of Diverse Community College Students

Gregor

Pino

Gonzalez

et al. 2019

“…Future family considerations were measured with a 24-item Planning for Career and Family Scale (Ganginis Del Pino, O'Brien, Mereish, & Miller, 2013). This scale includes two subscales that assess how much individuals consider the needs of future children and partners when they are making career plans or decisions.…”

Section: Procedures and Measuresmentioning

confidence: 99%

Development and Validation of the Negative Outcome Expectations Scale in Engineering (NOES-E)

Lee

Flores

Navarro

et al. 2016

The Negative Outcome Expectations Scale in Engineering (NOES-E) is a 21-item measure that was developed to assess anticipated negative outcomes related to pursuing engineering. Using two samples of engineering students, exploratory (n ¼ 256) and confirmatory (n ¼ 1,187) factor analyses supported a four-factor model of the NOES-E. The four factors included cultural-related stressors, personal life and work balance, job characteristics, and social costs. The results suggested that the 21-item NOES-E demonstrated strong internal consistency (Cronbach's a ¼ .94) and construct validity by a positive correlation with a measure of engineering environmental barriers and negative correlations with measures of engineering academic satisfaction, self-efficacy, environmental supports, intended persistence, and positive outcome expectations. There was nonsignificant relation between NOES-E scores and future family consideration. Also, we found that women and transgender students reported higher negative outcome expectations in engineering than men. However, there were no significant group differences across race/ethnicity. Implications for practice, theory, and future vocational research in engineering are discussed. Keywords negative outcome expectations, engineering, social cognitive, scale development, social cognitive career theory Recently, the need for high-quality engineers has increased, given their critical role in supporting the United States' competitiveness in the global economy, particularly over the next 10 years (U.S. Bureau of Labor Statistics, 2013). Unfortunately, the overall number of U.S. engineering students has flattened or decreased over the last several years and does not currently meet industry demands

“…The negotiation of work and family identities has important consequences for personal well-being and career outcomes (Meeussen, Veldman, & Van Laar, 2016; Van Steenbergen & Ellemers, 2009) and is influenced by the prevailing gender norms in one’s social context (Rudman & Phelan, 2010). When experiencing conflict between family and career roles, women often are willing to sacrifice their career aspirations for their partners and children (Ganginis Del Pino, O’Brien, Mereish, & Miller, 2013) or, alternatively, attempt to “have it all” by maintaining high career ambitions and family aspirations. Conversely, when experiencing work–family conflict, young men may follow more traditional gender role patterns, lowering their family aspirations and increasing their career aspirations, particularly when they perceive their partners as responsible for family roles (Meeussen et al, 2016).…”

mentioning

confidence: 99%

“…With regard to occupational choices, these values influence academic and career pursuits. One explanation for gender disparities in career attainment is the influence of gender role socialization on career values, for example, the expectation that women have primary responsibility for children and home (Betz, 2006; Ganginis Del Pino et al, 2013), while men are expected to be the primary financial providers (McGill, 2014) in heterosexual partnerships. For many men, societal expectations may lead them to endorse a stronger commitment to work, pursue leadership or managerial roles, or prioritize financial earnings over their commitment to child and family responsibilities (Meeussen et al, 2016).…”

mentioning

confidence: 99%

Understanding Career Aspirations Among Young Men

Gregor

O’Brien

Sauber

2017

The purpose of this study was to investigate the psychometric properties of a measure of career aspirations for use with college men (i.e., the Career Aspiration Scale–Revised [CAS-R]). Two studies were conducted to assess the psychometric properties of the CAS-R with a total of 414 undergraduate men. The results of the confirmatory factor analysis indicated that the three-factor solution assessing achievement, leadership, and educational aspirations had adequate model fit. Furthermore, when the CAS-R was used with undergraduate men, support for validity was demonstrated and two of the three CAS-R subscales had adequate test–retest reliability. Future directions regarding research and practice with this measure were discussed.