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The authors investigated the relationship between adolescent occupational aspirations and midlife career success. The model for adolescent occupational aspirations was derived from Gottfredson's (1981) theory of circumscription and compromise. The authors hypothesized that parental socioeconomic status (SES), ability, and gender predict adolescent occupational aspirations and influence career achievement in later life. Gottfredson's model was a good fit for the data. SES and ability influenced the formation of occupational aspirations, and ability and gender predicted career achievement in later life. Additionally, occupational aspirations predicted career achievement in later life. Adolescent girls achieved less career success in midlife than did adolescent boys.

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Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of "negotiating who I am as a teacher," which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.

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