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:10.5330/psc.n.2010-11.317

Cited by 29 publications

(29 citation statements)

References 13 publications

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“…In addition, grades and experiences were found to be independently significant within the model further supporting this decision. These findings further reinforce research that signify the connection between gender, academic achievement, classroom experiences, and career choice [12,24,25,26,47,48].…”

Section: Discussionsupporting

confidence: 78%

“…Results indicate that differences in career choice begin in early adolescence, where girls are less interested in science and mathematics careers than boys. These findings also exist in studies examining inner-city youth [25] and gifted students [12]. One such study tracked 320 gifted middle school students for 10 years and found that males maintained a preferred interest in mathematics, while females preferred language arts and the humanities [26].…”

Section: A Academic Achievementmentioning

confidence: 73%

“…These results, while supporting the hypotheses of this study, are surprising, as it would be expected that women who enter the physical sciences would achieve equally in both chemistry and physics courses due to the academic rigor and requirement necessary to receive a degree in the physical sciences. Prior research on academic achievement has been linked to variables such as interest, environmental factors, and career preferences based on gender [12,24,25,26].…”

Section: Discussionmentioning

confidence: 99%

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Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Dabney¹,

Tai²

2014

Phys. Rev. ST Phys. Educ. Res.

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The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n ¼ 1137). A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study.

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Section: Discussionsupporting

confidence: 78%

Section: A Academic Achievementmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

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Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Dabney¹,

Tai²

2014

Phys. Rev. ST Phys. Educ. Res.

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“…Research has also indicated restricted patterns of career aspirations among inner‐city adolescents appearing as early as middle school (Turner & Lapan, ). Furthermore, inner‐city youth have been found to convey greater interests in less prestigious but potentially more available occupations, such as manual labor or outdoor work (Turner et al, ).…”

mentioning

confidence: 99%

Contextual Factors Related to African American Adolescent Career Development

Bounds

2017

The Career Development Quart

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African American adolescents’ career development has gained increased attention in light of various barriers affecting their educational and career development goals. The author examined relationships among career decision self‐efficacy, ethnic identity, and academic self‐concept of 104 African American high school students enrolled in Upward Bound programs. Participants responded to measures of career decision self‐efficacy, ethnic identity, and academic self‐concept. Results indicated that career decision self‐efficacy was significantly and positively correlated with ethnic identity and academic self‐concept. In addition, academic self‐concept was found to be a stronger predictor of career decision self‐efficacy than was ethnic identity. The results of this study may assist counselors, teachers, administrators, and parents to understand career decision self‐efficacy as it relates to ethnic identity, academic self‐concept, and demographic variables. This research supports the need for continued career‐related interventions within the schools designed to focus on factors related to ethnic minorities to help foster their career development.

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“…One primary way of assisting student's career development is by helping them understand their own intrinsic interests and abilities through self-exploration and career exploration [56]. In this context, existing literature highlights a need to examine AAS in a more holistic manner, one that considers the connected nature of student's interests, skills, and personality type.…”

mentioning

confidence: 99%

Academic Advising Systems: A Systematic Literature Review of Empirical Evidence

2017

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This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Academic Advising Systems (AAS) and its impact on learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of AAS in generic educational strategic planning. The researchers examined the literature on experimental case studies conducted in the domain during the past ten years (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Search terms identified 98 mature pieces of research work, but inclusion criteria limited the key studies to 43. The authors analyzed the research questions, methodology, and findings of these published papers and categorized them accordingly. The results have highlighted three distinct major directions of the AAS empirical research. This paper discusses the emerged added value of AAS research and highlights the significance of further implications. Finally, the authors set their thoughts on possible uncharted key questions to investigate both from pedagogical and technical considerations.

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

Cited by 29 publications

References 13 publications

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Contextual Factors Related to African American Adolescent Career Development

Academic Advising Systems: A Systematic Literature Review of Empirical Evidence

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