The Vocational Interests of Hispanic, African American, and White Middle School Students

Aviles, Robert M. Davison; Spokane, Arnold R.

doi:10.1080/07481756.1999.12068980

Cited by 16 publications

(6 citation statements)

References 17 publications

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“…Female participants were found to have higher means than male participants on A, S, and C scales, whereas male participants had higher means on R and I scales for both interest and competence. These results also mirror the gender differences in mean scores found for older samples on RIASEC interest (e.g., Hansen, 1978) and competence scales as well as other middle school samples of RIASEC interest scores (Aviles & Spokane, 1999). Thus, the mean gender differences in interest and competence ratings found in adults appear to be established at least as early as fifth grade as indicated in this study.…”

Section: Discussionsupporting

confidence: 87%

Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling.

Tracey¹

2002

Journal of Counseling Psychology

163

164

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The relative influence of interest and self-efficacy beliefs on each other over 1 year was examined in 2 longitudinal samples of students, 1 of elementary school students (Grade 5, N ϭ 126) and 1 of middle school students (Grade 7, N ϭ 221). Interest and competence ratings on the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales (J. L. Holland, 1997) were assessed using the Inventory of Children's Activities-Revised (T. J. G. Tracey & C. C. Ward, 1998). Responses were examined using structural equation modeling, and the results demonstrated that there were changes both in the structure and level of interest and competence ratings over time. The circumplex structure was found to become more prominent over time, especially by 8th grade, and overall mean levels of interest and competence ratings decreased over time. Interest and competence ratings were found to predict each other equally over time. Finally, there were significant grade, gender, time, Time ϫ Grade, and Time ϫ Gender effects on the scale score means. Results are discussed with respect to implications for interest development and assessment.

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Section: Discussionsupporting

confidence: 87%

Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling.

Tracey¹

2002

Journal of Counseling Psychology

163

164

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“…In one of the few studies with an adolescent sample, Avilés and Spokane (1999) found that Spanish primary language (SPL) middle school students who completed the Spanish version of the SII scored significantly higher on the S, E, and C themes when compared with Latino/a and White students. Except for the C theme, where Latino/a students (i.e., non-SPL students who completed the English version of the SII) scored significantly higher than White students, the researchers found no significant differences on any of the general occupational themes (GOTs) among Latino/a, African American, and White students.…”

Section: Validity Of Vocational Interestsmentioning

confidence: 99%

“…Arbona (1990) called for more large-scale interest assessment studies that address the heterogeneity of Latino/as. Since Arbona's call, increased investigation has transpired that either compared specific subgroups of Latino/as (e.g., Avilés & Spokane, 1999) or examined large, national samples (Fouad, 2002), but such research continues to be limited.…”

mentioning

confidence: 99%

Validity of the Strong Interest Inventory and Skills Confidence Inventory With Mexican American High School Students

Flores

Spanierman

Armstrong

et al. 2006

Journal of Career Assessment

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The structural and concurrent validity of the Strong Interest Inventory (SII) and Skills Confidence Inventory (SCI) was explored with a sample of 487 Mexican American high school students, and findings were compared with normative samples of the SII and SCI. Holland’s (1997) structure was evaluated using circular unidimensional scaling. The hypothesized RIASEC order was supported for general occupational theme (GOT) scores of the SII with female students but not for male students or for general confidence theme (GCT) scores of the SCI with both genders. The model fit for both measures was poor compared with results obtained with reference samples. Additional results supported the concurrent validity of GOT to GCT and both GOT and GCT scores to Holland codes for expressed occupational aspirations. Gender differences were found on four of the six GOTs and three of the six GCTs. Implications for career-related interest and self-efficacy assessment with Mexican American high school students are discussed.

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“…However, researchers have not examined the extent to which the career development tasks described in Super's model are relevant to the experience of adolescents from ethnic and racial minority groups. Despite the existence of some studies on the educational attainment, occupational aspirations, vocational interests, and on-the-job behavior of Hispanics (e.g., Arbona, 1990Arbona, , 1995Aviles, & Spokane, 1999;Reyes, Kobus, & Gillock, 1999), many questions remain about the vocational behavior of Hispanic youth. Despite the existence of some studies on the educational attainment, occupational aspirations, vocational interests, and on-the-job behavior of Hispanics (e.g., Arbona, 1990Arbona, , 1995Aviles, & Spokane, 1999;Reyes, Kobus, & Gillock, 1999), many questions remain about the vocational behavior of Hispanic youth.…”

mentioning

confidence: 99%

“…Hispanic Americans comprise one group receiving little attention in the education and career literature (Arbona, 1990(Arbona, , 1995. Despite the existence of some studies on the educational attainment, occupational aspirations, vocational interests, and on-the-job behavior of Hispanics (e.g., Arbona, 1990Arbona, , 1995Aviles, & Spokane, 1999; Reyes, Kobus, & Gillock, 1999), many questions remain about the vocational behavior of Hispanic youth.…”

mentioning

confidence: 99%

Career Development Tasks of Mexican American Adolescents: An Exploratory Study

Bullington

Arbona

2001

Journal of Career Development

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This interview-based study explored the extent to which four academically successful Mexican American adolescents were engaged in age appropriate career development tasks as suggested by Super's (1957Super's ( , 1984 theory. It also explored the adolescent's understanding of the role that ethnicity played in their career related behaviors. Findings suggest that these Hispanic adolescents were engaged in age appropriate tasks according to Super's theory and that both family and ethnic related factors were relevant to their career development.

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The Vocational Interests of Hispanic, African American, and White Middle School Students

Cited by 16 publications

References 17 publications

Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling.

Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling.

Validity of the Strong Interest Inventory and Skills Confidence Inventory With Mexican American High School Students

Career Development Tasks of Mexican American Adolescents: An Exploratory Study

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