The Structure of Vocational Interests for Diverse Racial-Ethnic Groups

Day, Susan X.; Rounds, James; Swaney, Kyle B.

doi:10.1111/1467-9280.00007

Cited by 95 publications

(78 citation statements)

References 23 publications

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“…The competing model of vocational interests is a hierarchical one much like that found in the ability and personality domains (Gati, 1991). The hierarchical model has attracted much less empirical support than the Holland hexagonal model (Rounds, 1995;Day and Rounds, 1998;Day et al, 1998).…”

Section: Structure Of Vocational Interestsmentioning

confidence: 99%

Genetic and environmental influences on human psychological differences

2002

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Psychological researchers typically distinguish five major domains of individual differences in human behavior: cognitive abilities, personality, social attitudes, psychological interests, and psychopathology (Lubinski, 2000). In this article we: discuss a number of methodological errors commonly found in research on human individual differences; introduce a broad framework for interpreting findings from contemporary behavioral genetic studies; briefly outline the basic quantitative methods used in human behavioral genetic research; review the major criticisms of behavior genetic designs, with particular emphasis on the twin and adoption methods; describe the major or dominant theoretical scheme in each domain; and review behavioral genetic findings in all five domains. We conclude that there is now strong evidence that virtually all individual psychological differences, when reliably measured, are moderately to substantially heritable.

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Section: Structure Of Vocational Interestsmentioning

confidence: 99%

Genetic and environmental influences on human psychological differences

2002

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“…Some evidence shows that there are few differences across U.S. racial and ethnic groups in terms of structure, stability, and content of interests for middle school students (Davison-Aviles & Spokane, 1999) and high school students Day, Rounds, & Swaney, 1998). The hexagonal structure of interests posited by Holland's (1997) theory emerges more clearly for college students than for elementary and middle school students (Tracey & Ward, 1998).…”

Section: Development Of Interestsmentioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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“…However, a big criticism of this theory is regarding its cultural validity among differing groups. According to and Day, Rounds, and Swaney (1998) this theory has been proven to be culturally appropriate among both high school and college students across several racial/ethnic groups. On the other hand, in studies with Asian Americans (Tang, Fouad, & Smith, 1999) and Mexican American girls (Flores & O'Brien, 2002), its cultural validity comes into question as these individuals' career interests were not found to be significant predictors of their career choices.…”

Section: Theoretical Approaches To Multicultural Career Developmentmentioning

confidence: 99%