This study examined the relative importance of school, family, personal/psychological, race, and sex variables in predicting educational and vocational aspirations. A nationally representative sample of 10th-grade students was followed through 2 years beyond their high school. Results suggested that sex and race significantly predicted educational and vocational aspirations of students. The educational aspiration model was shown to be more robust than the occupational aspiration model. Overall, students showed increases in educational and occupational aspirations, regardless of sex and race. Compared with other groups, Asian Americans had the greatest increase in educational aspirations. Female students, on the average, had higher educational and vocational aspirations.

The author investigated students' persistence regarding career aspirations in science and engineering (SE) professional careers as a function of race and sex. In a nationally representative sample of 8th graders, persistent racial minority and female students were compared with nonpersistent racial minority and male students regarding their self-concept, parental involvement, socioeconomic status, and academic achievement. Men were more likely than women to persist in SE career aspirations. Persistent students scored higher than did nonpersistent students on all of the variables studied. Academic proficiency and math selfefficacy were 2 of the strongest predictors of persistence in SE careers.Women and minorities are entering male-dominated careers in increasing numbers and at a rapid pace. This fact has prompted numerous researchers to study the characteristics of women who engage in nontraditional ). However, most of these studies have concentrated on the nontraditional career choices of college and adult populations. Moreover, most of these studies provide no information on the significance of each variable in comparison with the others, nor do they indicate how these variables interrelate and contribute to the choices women make when choosing nontraditional careers.

This study examined the cultural relevance of two important career constructs: career decision-making style and career decision-making self-efficacy. Two distinct cultural groups of college students, Americans (N ϭ 540) and Taiwanese (N ϭ 1026), participated in this cross-cultural study. Results suggested that career decision-making styles have differential impacts on career decision-making self-efficacy, depending on the cultural background of the individuals. Results also showed significant differences in career decision-making style and career decision-making self-efficacy as a function of nationality and gender. Counseling implications and suggestions for future studies are discussed.

This study investigates the differences in parental influence on academic achievement of Asian immigrants, Asian Americans, and White Americans. The sample consisted of a nationally representative sample of 10th grade students obtained from the National Educational Longitudinal Study of 88, first follow-up, sponsored by the National Center for Educational Statistics. Results indicate that both Asian immigrants and Asian Americans spent significantly more time on homework and perceived higher parental educational expectation than did White American students. White American students, on the other hand, reported more parental involvement in school activities. A negative relationship between parental involvement and academic achievement was found for the Asian immigrant and Asian American students. Implications of the findings on academic achievement are discussed based on cultural perspectives.The educational success of Asian countries, especially in the area of mathematics, has promoted many discussions and continuing interest among researchers (

This study examines the validity of the Career Decision-Making Difficulties Questionnaire (CDDQ) in relation to its cultural relevance. Relationships between career decision-making difficulties and career indecision are also examined in relation to the two cultural groups, American and Taiwanese university students. Structural equation modeling (SEM) shows that the taxonomy of career decision-making difficulties can be reliably measured for American college students. However, the data based on the Taiwanese students has a relatively poor fit of the factorial model. Compared to the America students, Taiwanese students report more difficulties in career decision making and tend to be more indecisive in their career decision making. Differences in career decisionmaking difficulties between American and Taiwanese college students are discussed in light of cultural differences.

A nationally representative sample of middle school students from diverse cultural and ethnic backgrounds was surveyed on educational aspirations, planning, and achievements. Results indicated significant racial and gender differences in educational and voational planning help‐seeking behaviors. Results also indicated a significant race and sex interaction in students' educational aspirations as well as perception of parental expectations. Students' educational aspirations were significantly related to their current academic achievements. In many cases, students' aspirations and perceived parents' expectations did not match closely. Significant dtfferences in mathematics, science, and reading proficiency among racial and sex groups also were indicated. Implications for counseling are discussed.

Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1,200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned.

A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th-grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non-STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, 2000), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self-efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.