Gender Differences in Holland Vocational Personality Types: Implications for School Counselors

Turner, Sherri L.; Conkel, Julia L.; Starkey, Michael T.; Landgraf, Rachel; Lapan, Richard T.; Siewert, Jason J.; Reich, Allison N.; Trotter, Michelle J.; Neumaier, Eric R.; Huang, Ju-Ping

doi:10.1177/2156759x0801100505

Cited by 3 publications

(3 citation statements)

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“…Saha (Holland, 1997). The adherents of this tradition expected boys and girls to have different career expectations because of the contents of their socialisation experiences, that is, through the cultivation of typically feminine and masculine traits and personality differences (Tang, Pan, & Newmeyer, 2008;Turner, Conkel, Starkey, & Landgraf, 2008). The social allocation perspective has focused on social structural constraints, that is, race, ethnicity, institutional settings, including features of particular schools or school systems and labour market characteristics.…”

Section: Introductionmentioning

confidence: 98%

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Gender and professional career plans of high school students in comparative perspective

Sikora

Saha

2009

Educational Research and Evaluation

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Section: Introductionmentioning

confidence: 98%

“…Sikora and L.J. Saha typology (1997), medicine typifies ''investigative'' occupations, while law is a typical ''enterprising'' occupation, and both are usually assumed to be typical boys' choices (Turner et al, 2008). But law and medicine here come across as areas of employment that attract both boys and girls in different cultural and economic contexts.…”

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confidence: 98%

Gender and professional career plans of high school students in comparative perspective

Sikora

Saha

2009

Educational Research and Evaluation

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“…For gender differences in self-estimated abilities using Holland Theme abilities clusters as the measurement strategy, little empirical work has been done. However, in one reported study, researchers found that multiethnic urban adolescent boys have greater self-estimated abilities for R and I careers and girls have greater self-estimated abilities for A and S careers (Turner et al, 2008). Because associations between corresponding Holland Theme interests and self-estimated abilities are higher than between noncorresponding interests and abilities (ACT, 2009), one could assume that gender differences among Holland Theme self-estimated abilities would be similar to those found among interests.…”

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confidence: 90%

Career Interests and Self-Estimated Abilities of Young Adults With Disabilities

Turner¹,

Unkefer

Cichy

et al. 2011

Journal of Career Assessment

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The purpose of this study was to ascertain vocational interests and self-estimated work-relevant abilities of young adults with disabilities. Results showed that young adults with both low incidence and high incidence disabilities have a wide range of interests and self-estimated work-relevant abilities that are comparable to those in the general population. However, in this sample, less than 50% were employed in jobs that matched their Holland Theme interest/ability profiles. Suggestions for both employers and counselors to assist young adults with disabilities to work in employment that is satisfying and congruent with their vocational personalities are offered.The focus on the employment of people with disabilities is a critical concern of vocational psychologists. As we face worldwide economic challenges, the unemployment and misemployment of persons with disabilities and the cascading impacts these realities have on individuals can affect all aspects of their lives. Unemployment rates are especially high among adults with disabilities, who comprise approximately 20.4% of the U.S. population (National Council on Disability, 2008). Indeed, in 2009, the Bureau of Labor Statistics (BLS) reported that only 22.6% of persons with disabilities of working age were employed, compared to 71.9% of persons without disabilities. These statistics reflect persons with both low incidence disabilities (e.g., autism, blindness, deafness, severe cognitive disabilities) and high incidence disabilities (e.g., learning disabilities, communication disabilities, emotional/behavioral disorders, mild cognitive impairments, other health

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“CodePlus”—Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme

Lawlor

Byrne

Tangney

2020

ACM Trans. Comput. Educ.

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The provision of all-female computer science outreach programmes is a common strategy used to foster greater interest in the subject for high school aged girls. Based on key factors that affect girls’ interest in computer science (CS), outreach programmes often share much in their approach. Nonetheless, there is criticism from a research perspective concerning how programmes evaluate their efficacy, and how the role of pedagogy is under-explored. This article describes the design of CodePlus, a non-formal CS outreach programme based in an Irish University, Trinity College Dublin, and the methods by which the programme is evaluated. This article aims to contribute to this area by reporting on a social constructivist pedagogical model for all-female CS outreach activities, evaluated with a structured research approach. The results from the large sample size ( n =856) are positive, with participants showing statistically significant changes in key attitudinal and intentional variables concerning girls’ interest in studying computer science.

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Gender Differences in Holland Vocational Personality Types: Implications for School Counselors

Cited by 3 publications

References 13 publications

Gender and professional career plans of high school students in comparative perspective

Gender and professional career plans of high school students in comparative perspective

Career Interests and Self-Estimated Abilities of Young Adults With Disabilities

“CodePlus”—Measuring Short-Term Efficacy in a Non-Formal, All-Female CS Outreach Programme

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