The Impact of Race on Children's Occupational Aspirations

Gender, Values, and Occupational Interests Among Children, Adolescents, and Adults

“…Although the samples, in general, were diverse, they were not perfectly matched across ages and studies. Work indicates that race, ethnicity, and socioeconomic status—like gender—are also important for understanding occupational aspirations (Bigler, Averhart, & Liben, 2003; Cook, Church, Ajanaku, Shadish, & Kim, 1996; for a review, see Hughes & Bigler, 2008) and thus the role of these factors should also be explored in future research on developing values. Thus, although the research reported here provides some insights into the factors that affect individuals’ occupational interests, it is also clear that additional research will be needed before the gender‐differentiated world of work will be understood and, perhaps, thereby more readily open to educational interventions.…”

African American Career Aspirations

“…In a study examining the aspirations of African American children, Bigler, Averhart, and Liben (2003) found that children were aware of stereotypical careers associated with certain racial groups. Children may develop occupational stereotypes based on an individual's racial-ethnic background as well as an awareness of how certain careers may be perceived by others (Hughes & Bigler, 2007). The perpetuation of stereotypes regarding ''appropriate'' careers for African Americans coupled with the lack of role models in professional occupations (e.g., law and medicine) may contribute to the perception that these social service-oriented careers are typical careers for this population, resulting in lower status aspirations for some (Witherspoon & Speight, 2009).…”

Linking Contextual Affordances

“…J. M. Hughes and Bigler (2007) posit that African American youth develop such attitudes because, over time children develop racialized occupational schemata (i.e., an ability to categorize groups of individuals by occupation and race), race-based occupational stereotypes, and develop an awareness of the biased attitudes others have about differing types of occupations. These factors then contribute to values, self-efficacy, and outcome expectations relative to education and work, finally contributing to differences in occupational aspirations.…”

“…These factors then contribute to values, self-efficacy, and outcome expectations relative to education and work, finally contributing to differences in occupational aspirations. Based on previous work (Constantine et al, 2005; J. M. Hughes & Bigler, 2007; Mickelson, 1990; Taylor et al, 1994), we posit that some African American youth are at risk of developing career-related internalized oppression. We define career-related internalized oppression as the development of negative attitudes about one’s Black identity that contribute to African American youth approaching education and career development experiences in counterproductive ways (e.g., disengaging from school, low career aspirations, reduced career decision-making self-efficacy, etc.…”

“…J. M. Hughes and Bigler (2007) further suggest providing interventions for African American youth that help them to avoid, reduce, or overcome negative career development attitudes. Such interventions include countering career stereotypes, improving career-related expectations, and developing psychological resistance to discriminatory experiences.…”