The Validity of Career Maturity Attitude Measures Among Black and White High School Students

Westbrook, Bert W.; Sanford, Eleanor E.

doi:10.1002/j.2161-0045.1991.tb00392.x

Cited by 22 publications

(25 citation statements)

References 7 publications

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“…The results of the existing racial-comparison literature can be briefly summarized as follows: (a) sometimes mean differences between socioracial groups have been found on various subscales of the CMI (e.g., Luzzo, 1992;McNair & Brown, 1983); (b) sometimes mean levels on various subscales have not differed significantly, but concurrent or predictive validity of the measures have not been the same for the compared groups (e.g., Westbrook & Sanford, 1991); and (c) sometimes socioracial groups have not differed significantly (e.g., Westbrook, Sanford, & Donnelly, 1990). Usually when researchers have found differences of any sort between socioracial groups on career maturity measures, these differences have been interpreted as indicating greater career maturity for the white sample relative to the samples of color (e.g., Leong, 1991).…”

Section: Career Maturitymentioning

confidence: 98%

“…For some time, Crites' Career Maturity Inventory (CMI;1978) has been used to compare the career maturity developmental statuses of adolescents of various socioracial and economic groups including black, white, and Mexican-Americans (e.g., Arbona & Novy, 1991;Westbrook & Sanford, 1991). Super's (1973) perspective and measures also have been used, but not nearly as often.…”

Section: Career Maturitymentioning

confidence: 99%

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Racial Identity and Career Assessment

Helms

1994

Journal of Career Assessment

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In the career assessment literature, relatively little attention is given to the matter of the influence of racial factors on assessees' responses to traditional assessment measures. In this paper, I argue that racial identity models could provide a framework by which to investigate the influence of racial factors on the career decisionmaking process but existing measures are inadequate for this purpose. The construct of racial salience is used to discuss hypothesized deficiencies in the career maturity and congruence racial group comparison assessment literature, and to recommend ways in which measures could be modified to incorporate racerelated theory more directly.In the career assessment literature, as is true of the assessment literature more generally, investigations of the construct of race or racial factors have been virtually nonexistent. Moreover, according to Nkomo (1992), there has been an absence of theoretical models or perspectives by which to guide such research. For example, in their review of 11,801 articles published in major organizational behavior journals over a 25-year (1964 to 1989) period, Cox and Nkomo (1990) found that only 1.1% focused on racial factors, while 11% focused on gender factors. Although it is not clear how many of the relatively few racial studies that Cox and Nkomo located were directly relevant to the topic of career assessment, it does appear that most of them were based on simplistic operational definitions of racial factors.Helms (1994) and Helms and Piper (in press) argue that, in psychology, racial factors conceivably can be investigated by means of at least one of the following three approaches: (a) nominal or demographic-inferring psychological characteristics from racial-group classifications; (b) culturalwherein persons are classified according to shared cultural criteria (e.g., values, traditions, and rituals) rather than racial categories per se;

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Section: Career Maturitymentioning

confidence: 98%

Section: Career Maturitymentioning

confidence: 99%

Racial Identity and Career Assessment

Helms

1994

Journal of Career Assessment

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“…Por outro lado, Kenny (1990) Henry (1992) obtiveram resultados que sugerem que a média das respostas dos afro-americanos de sua amostra era mais baixa que aquela dos caucasianos. Outros estudos apresentaram resultados similares, isto é, sujeitos de origem africana geralmente obtêm escores menos elevados de maturidade vocacional que os caucasianos (Fouad & Kelly, 1992;Westbrook & Sanford, 1991). Desta forma, como sublinham Fouad e Arbona (1994), os resultados destes mesmos estudos confirmam a hipótese de Super, precisamente aquela da sucessão ordenada dos estados e das tarefas de desenvolvimento associadas.…”

Section: Pesquisas Americanas Com O CDIunclassified

A noção transcultural de maturidade vocacional na Teoria de Donald Super

Balbinotti¹

2003

Psicol. Reflex. Crit.

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461Para se poder entender, adequadamente, a noção de maturidade vocacional de Donald Super, é conveniente situá-la dentro do contexto geral de sua teoria da escolha e do desenvolvimento vocacional, permitindo uma melhor precisão no sentido que Super dá a este conceito. Em seguida, apoiando-se em algumas pesquisas empíricas importantes, poder-se-á apreciar em que sentido esta noção é generalizável a diferentes culturas. Universidade do Vale do Rio dos SinosResumo Donald Super engajou-se a sistematizar uma teoria geral da escolha e do desenvolvimento vocacional estruturada no modelo tradicional, no de fatores sócioeconômicos e ambientais, no de abordagens desenvolvimentistas, e no fenomenológico. O presente trabalho objetiva apresentar o conceito de maturidade vocacional e sua generalização no plano transcultural. Com este propósito, explorou-se, mais especificamente, o terceiro modelo teórico, aquele do cumprimento, por parte do indivíduo, de etapas ordenadas e previsíveis durante toda sua vida, visto que a noção de maturidade vocacional se revela através da passagem de um processo de desenvolvimento. Através de dados colhidos por diversos inventários de maturidade, apresentou-se os dados relativos a sua generalização. Concluiu-se que o modelo teórico explicativo da maturidade vocacional parece ser aplicável a diversas populações que possuem elementos culturais comparáveis aos americanos. Algumas exceções ou cuidados na interpretação de dados se aplicam. Novos estudos devem ser realizados a fim de melhorar as qualidades psicométricas das medidas de maturidade vocacional em alguns outros países e, também, as adaptações de tais instrumentos levando-se em conta a diferenças sócio-econômicas e culturais. Palavras-chave: Desenvolvimento vocacional; maturidade vocacional; Teoria de Donald Super; transcultural. The Transcultural Aspect of Vocational Maturity in Donald Super TheoryAbstract Donald Super conceptualized a general theory of developmental vocational and career choice based on four models: 1) the traditional, 2) the developmental, 3) the economic, social and environmental, and 4) the phenomenological. Considering that vocational maturity can be revealed by the constant process of interaction between individuals and their environment, this present work aims to explore the concept of vocational maturity within the transcultural field (the third model). Data were collected through several maturity inventories and results show that Super s theoretical model of vocational maturity can be generalized to several cultures, in particular to the ones that can be comparable to the American society, although some careful data examination is always needed. Finally, we suggest the need of new studies aiming to improve the psychometric properties of vocational measures in some countries, trying to pinpoint cultural and social differences when they appear.

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“…Two studies investigating the validity of career measures involved several ethnic groups. Westbrook and Sanford ( 1991) administered the Career Maturity Inventory to a mixed ethnic high school student sample. They found group differences on several scales but low reliabilities and low concurrent validities raised important issues about interpretations.…”

Section: Culturementioning

confidence: 99%

“…Career maturity measures received mixed support. Westbrook and Sanford (1991) found Career Maturity Inventory (CMI) Attitude scale scores failed to correlate with appropriateness of choice criteria. Seifert's (1991) Austrian versions of the CMI and the Career Development Inventory successfully predicted a wide range of criteria.…”

Section: Career Measuresmentioning

confidence: 99%

Annual Review: Practice and Research in Career Counseling and Development, 1991

Jepsen

1992

The Career Development Quart

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The purpose of this review was to integrate information from selected journal articles, book chapters, and a few books published in 1991 about careers. More than 140 entries were selected from more than 400 identified and were organized under three broad categories: ( a ) understanding careers, ( b ) t h e context of careers, and (c) career interventions. Each category was subdivided into thematic sections containing several entries on the same topic. The material, both from individual entries and integrated themes, was interpreted as lessons for the professional development of counselors, program planners, and researchers.At a recent presentation I attended, the speaker introduced her topic by describing a puzzling experience from her clinical internship. When a consulting strategy seemed somewhat arbitrary she inquired about the rationale. Her supervisor said he believed it was appropriate based on research summarized in a literature review. She checked and found not one, but several respected reviews drew conclusions supporting her supervisor's belief. Further digging revealed that apparently only two studies had ever addressed the problem directly, but their findings had been cited over and over again. The skeptical intern carried out her own research and David A.

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The Validity of Career Maturity Attitude Measures Among Black and White High School Students

Cited by 22 publications

References 7 publications

Racial Identity and Career Assessment

Racial Identity and Career Assessment

A noção transcultural de maturidade vocacional na Teoria de Donald Super

Annual Review: Practice and Research in Career Counseling and Development, 1991

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