Relational Influences in Career Development

Schultheiss, Donna E. Palladino; Kress, Helen M.; Manzi, Alberta J.; Glasscock, Julie M. Jeffrey

doi:10.1177/0011000001292003

Cited by 164 publications

(191 citation statements)

References 31 publications

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“…Our findings build on recent studies that have applied Blustein's (2001;2006) psychology of working perspective to understand work perspectives (Chaves et al, 2004) and relational influences in career development Schultheiss, Kress, Manzi, & Glasscock, 2001). In addition, results of the current study provide a preliminary framework for Following the recommendations for counseling psychologists to act as social justice agents to remove existing institutional and structural barriers (Vera & Speight, 2003), the results of the current study provide several implications for vocational psychology research and practice.…”

Section: Discussionsupporting

confidence: 71%

Perspectives of Work Among Mexican Immigrants

Flores¹,

Meza²,

Ojeda³

et al. 2006

PsycEXTRA Dataset

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In this pilot study, four Mexican immigrants who have lived in the United States from one to five years were interviewed about their experiences with work in the U.S. Interview data were analyzed using consensual qualitative research methods (Hill, Thompson, & Williams, 1997).Themes associated with their work experiences were motivation for working in U.S., barriers to working, access to working, attitudes toward work, conceptions of work, work goals and expectations, work climate, and information for others. Implications of the results for vocational psychologists and suggestions for future research are discussed. Mexican Immigrants and Work 3 Perspectives of Work among Mexican ImmigrantsThe continuing and rapid growth of the Latino community in the United States ensures their growing representation in the U.S. labor force at a level never before seen in this country.Unfortunately, marked employment disparities have been noted among racial and ethnic groups in the U.S. (Bureau of Labor Statistics, 2003). Specifically, Latinos are overrepresented in "service occupations" (20%), "operators, fabricators and laborers" (21%), and agricultural "wage and salary" workers (30%). These figures do not reflect low-wage, undocumented workers who are essential to the competitive U.S. business market. Clearly, Latinos and Latino immigrants have changed the face, culture, and labor force of the U.S, and are contributing significantly to the economy of this country, with the majority of them employed in service and manual jobs.Swanson and Gore (2000) point out that links among socioeconomic status, educational attainment, and occupational level have led to a "continuous cycle of impoverished, poorly educated, and underemployed [people of color]" (p. 249). This is certainly evident for Latinos and Latino immigrants in the U.S., who are among the poorest and least educated in the country.One of the first steps toward addressing the social inequalities prevalent among Latinos and moving this group toward occupational and educational parity is to generate knowledge that provides a better understanding of their experiences in educational and work settings. Latino ImmigrationThe impact of Latino immigration to the U.S. is a reality that cannot be ignored. At no other time in U.S. history have we seen the topic of immigration receive as much attention as it has in recent years. Although the topic of immigration has surfaced at various times in U.S.history, the issue has never been as divisive and contentious as it is today. At the center of this debate on immigration policies is the welfare and future of the Latino population. Reasons for MigrationLatinos leave their families and home countries to migrate to the U.S. for a myriad of However, a recent study contends these findings. Kochhar (2005) finds that the majority of undocumented migrants from Mexico were employed in their home country before they migrated to the U.S. Thus, the commonly held belief that Mexican immigrants fail to find work in their home country does not ...

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Section: Discussionsupporting

confidence: 71%

Perspectives of Work Among Mexican Immigrants

Flores¹,

Meza²,

Ojeda³

et al. 2006

PsycEXTRA Dataset

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“…As Leary and Baumeister (2000) suggested, "people do not have a motive to maintain high self-esteem per se, but rather a system for monitoring and responding to threats to relational evaluation" (p. 34). In addition, self-esteem also helps an individual to access more social capital because people with higher self-esteem are more likely to be liked by others and obtain more support from others (Taylor, Lerner, Sherman, Sage, & McDowell, 2003), which is also a factor that facilitates career development (e.g., Schultheiss, Kress, Manzi, & Glasscock, 2001;Turner & Lapan, 2002). Accordingly, it is possible that students with high self-esteem, in addition to high self-concordance in choosing a major, are approach-oriented and take risks, which allows them to develop a strong sense of their career.…”

Section: Discussionmentioning

confidence: 99%

Unpacking the role of self-esteem in career uncertainty: A self-determination perspective

Lin

Chen

2014

The Journal of Positive Psychology

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The aim of this study is to explain why students with high self-esteem have lower career uncertainty than students with low self-esteem. Based on self-determination theory, students with high self-esteem would have higher efficacy in making decisions, which would encourage them to choose a major for self-concordance, such as interest and ability, and increase their course involvement. Both factors are assumed to be related to lower career showing that students with high self-esteem had lower career uncertainty because they chose a major for self-concordant reasons and had a strong motivation to learn, both of which contribute to lower career uncertainty.

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“…Así, Keller y Whiston (2008) indican que el apoyo parental es un factor clave en el desarrollo de la carrera de los estudiantes de secundaria. Se concluyó que los adolescentes necesitan saber que sus padres/madres se interesan por ellos, creen en sus capacidades y confían en que sabrán tomar buenas decisiones (véase también Schultheiss et al, 2001). En línea similar Fisher y Padmawidjaja (1999) afirman que los estudiantes de secundaria reconocen el valor de que sus padres/madres estén siempre accesibles a sus requerimientos y reconocen la importancia de su asesoramiento y de que no les fuercen a elegir determinadas opciones académicas.…”

Section: Revista Complutense De Educaciónunclassified

“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

Menéndez¹,

Calvo²,

Inda‐Caro³

2016

Rev. Complut. Educ

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"Esto es lo que me gusta y lo que voy a estudiar": Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato ResumenDurante la educación secundaria los estudiantes comienzan a explorar las ocupaciones y expectativas profesionales, forman sus creencias de autoeficacia y consolidan sus intereses académicos. En este contexto, el artículo presenta los resultados de una investigación realizada en el Principado de Asturias para conocer las percepciones y opiniones que tienen los estudiantes de bachillerato y sus progenitores sobre las elecciones académicas realizadas en la educación secundaria, haciendo especial hincapié en los factores contextuales que pueden ayudar u obstaculizar el desarrollo de la carrera. Se ha usado una metodología cualitativa fundamentada en el uso de la técnica del grupo de discusión. Se han organizado cinco grupos de discusión con estudiantes y dos grupos con progenitores. El total de personas que participó en las entrevistas focales fue de 51 estudiantes y de 14 padres/madres. Los resultados obtenidos nos permiten concluir que el bachillerato sigue siendo considerado la puerta de acceso a la universidad y no a la formación profesional de grado superior. También se concluye que los estudiantes fundamentan sus decisiones académicas sobre la base de la preferencia y gusto personal por determinada opciones y esta razón prevalece sobre otras como las salidas profesionales o el rendimiento académico previo. Respecto a la influencia de distintos agentes sociales en el proceso de decisión académica, los resultados son concluyentes al afirmar que el principal apoyo de los estudiantes son sus progenitores, por encima del que perciben encontrar de docentes y grupo de iguales. El artículo finaliza con algunas sugerencias para mejorar la práctica de la orientación educativa en las instituciones de educación secundaria. Palabras clave: educación secundaria, orientación educativa, elección de estudios, análisis de contenido. Mª del Carmen Rodríguez Menéndez et al. Esto es lo que me gusta y lo que voy a estudiar"… 1352 Revista Complutense de EducaciónVol. 27 Núm. 3 (2016) 1351-1368 AbstractDuring high school students begin to explore occupations and professional expectations, form their self-efficacy beliefs and strengthen their academic interests. In this context, the paper presents the results of a research conducted in the Principality of Asturias to know high school students' and their parents' perceptions and opinions about academic choices made in secondary education, with particular emphasis on contextual factors that may help or hinder vocational development. We have used a qualitative methodology based on the use of the focus group. We have organized five focus groups with students and two focus groups with parents. The total number of people who participated in the focus group was 51 students and 14 fathers / mothers. The results obtained allow us to conclude that high school is still considered the gateway to university and not to vocational education and training studies (V...

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Relational Influences in Career Development

Cited by 164 publications

References 31 publications

Perspectives of Work Among Mexican Immigrants

Perspectives of Work Among Mexican Immigrants

Unpacking the role of self-esteem in career uncertainty: A self-determination perspective

“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

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