Attribution of Career Facilitators by Eminent Women from Canada and Finland

Yewchuk, Carolyn; Äystö, Seija; Schlosser, Grace A.

doi:10.1080/13598130124367

Cited by 13 publications

(2 citation statements)

References 26 publications

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“…Improving female achievement appears to occur by working with the contradictions offemininity and intellect and by taking feelings, such as fears of "male" subjects and their perceived difficulty, into account. * Most, though not all, research on women's success has focused on individual circumstances (e.g., Noble, Subotnik, & Arnold, 1999;Yewchuk, Seija, & Schlosser, 2001). But, this grand British "experiment" to equalize opportunity at school for all girls in education has demonstrated that, with administrative planning, an educational structure for teachers to work with, and the will to see it through, it is possible to make a highly significant difference overall in gifted girls' achievements at school, ifnot yet in working life.…”

Section: O N C I U S I O N Smentioning

confidence: 99%

Gender Differences in Gifted Achievement in Britain and the U.S.

Freeman¹

2003

Gifted Child Quarterly

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In Britain, the academic achievements of gifted girls in grade school are surpassing those of gifted boys in almost all areas of study and at all ages, whereas this does not appear to be the case in the U.S. The evidence suggests 2 major reasons for this difference. Emotionally, British girls are now showing greater confidence in their abilities. Educationally, changes in the style and content of British curriculum and assessment may favor female study patterns, along with a national system of inspection that checks for equal gender opportunities in the classroom. Although this managed change in gender equality of opportunity in schools is seen to be highly effective, female school advantage has yet to make a significant difference in the workplace.

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Section: O N C I U S I O N Smentioning

confidence: 99%

Gender Differences in Gifted Achievement in Britain and the U.S.

Freeman¹

2003

Gifted Child Quarterly

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“…Schlosser, 2001;Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (eg. Lewis, 1997) is devoting time and effort to explain success or lack thereof; not only in the field of high ability studies but perhaps even more so in general management and human resource studies.…”

Section: Introductionmentioning

confidence: 99%

Intellectually Gifted Individuals' Career Choices and Work Satisfaction: A Descriptive Study

Persson¹

2009

Gifted and Talented International

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This study set out to study which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and which were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Average age was 34.4 years (SD = 8.8). All had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as anInternet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire.Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aestethic work. For all these fields work satisfaction was shown to be average. For individuals choosing to start their own company and/or who end up in leading managerial positions, however, satisfaction with work and career is very high. Possible reasons for these difference between subgroups in the sample are focused, and in conclusion a possible way forward to improve

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Practice and Research in Career Counseling and Development—2001

Whiston

Brecheisen

2002

The Career Development Quart

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This article is a summary of the literature published in 2001 related to career counseling and career development. The review is designed to provide information to both career practitioners and researchers, with the focus on integration of practice and research. This summary of literature is organized around 5 primary areas: (a) career development, (b) career and vocational theories, (c) career interventions, (d) career assessment, and (e) professional issues. Within the framework of this review, attention is also given to contextual factors including gender, race or ethniciry, sexual orientation, and nationality.Historically the annual reviews ofliterature published in The Career Development Quarterly have served to inform and inspire both researchers and practitioners. Although it is probably grandiose for us to consider following in our predecessors' footsteps in terms ofinspiration, we have attempted to summarize the career literature published in 2001 in a manner that contributes to knowledge. As Swanson and Parcover (1998) have indicated, the challenge is to allow the literature to speak for itself, yet organize it in a manner that facilitates understanding across diverse topics. Similar to what has been done in previousreviews (Arbona, 2000; LuzZQ & MacGregor, 2001), we did not enter into the review process with any preconceived notions of how to organize the literature; rather, we allowed a structure to emerge as we reviewed the literature. As we progressed, research trends and themes began to emerge; however, this process was not completed in a vacuum because previous knowledge of the career literature most likely influenced our review.In defining the term career development, Herr contended that inherent in the current usage of the term are two conceptual categories: one that explains the development ofcareer behaviors across the life span and the other category that guides the practitioner in using interventions to facilitate certain career behaviors. Our review, in many ways, mirrors Herr's definition, because the first section is devoted to career behaviors across the life span. We have titled this section Career Development, with the focus being a discussion of the career literature published in 2001 pertinent to the career development ofchildren, adolescents, college students, adults, and older adults.

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Attribution of Career Facilitators by Eminent Women from Canada and Finland

Cited by 13 publications

References 26 publications

Gender Differences in Gifted Achievement in Britain and the U.S.

Gender Differences in Gifted Achievement in Britain and the U.S.

Intellectually Gifted Individuals' Career Choices and Work Satisfaction: A Descriptive Study

Practice and Research in Career Counseling and Development—2001

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