Submitted in Fulfilment or Partial Fulfilment Of the requirements for the DEGREE OF MASTER OF EDUCATION in the Department of Educational Psychology at the UNIVERSITY OF ZULULAND, 1986. / The object of this study was to determine the extent to which a Black female adolescent in KwaZulu and Natal is orientated with respect to the vocational world. The study was approached from a psychopedagogic perspective. Existing literature was studied. When the problem was stated it became apparent that several factors interact to bring about a situation in which the Black female adolescent school leaver with no experience as a worker and no particular skills to sell in the labour market faces problems. Exploratory media were used on individual basis to determine the adolescent's present pedagogic situation which has a direct bearing on her vocational orientation. Exploratory media were also used to determine the adolescent's actualized potentials and also to determine her present orientation. After the insertion of exploratory media the reports of the vocational orientation investigations were written. Twenty case studies were conducted with standard ten pupils from eight schools. One case study is written in detail. Three other reports appear in a summarized form. The other remaining reports are given in a tabular form. Vocational orientation of the Black female adolescents in KwaZulu and Natal was found to be affected by socio-economic, political and cultural factors. Recommendations for the establishment of properly organized vocational guidances services in Black schools, introduction of career education at all levels and informing the general public about career education were made. / Human Sciences Research Council

The purpose of this study is to determine women's perceptions and choices of different categories of occupations and the reasons for such choices. Since the installation of the first democratic post apartheid government in South Africa, national policy has advanced women's rights. Affirmative action has opened up opportunities previously closed to women, but there is little research documenting changes in career trends. The influence of race, gender, social and political changes on perceptions and choices of occupations of women in the country is not known. This study has focused on African and Indian females in the 15 to 60 age range in the greater Durban area. Women born between 1940 and 1985 have experience of the pre- and post apartheid era, and therefore changes in perceptions and choices could be investigated. A survey questionnaire was administered to 390 female learners in seven former Indian schools. Semi-structured interviews were conducted with 12 African and Indian women; six daughters in non - traditional occupations and six mothers in traditional occupations. The results from the survey and interviews suggest that women have a strong sense of empowerment and do not regard gender as a barrier to occupational choices. A limited number of occupations were categorized as suitable for men only, while the majority were deemed suitable for both men and women. Survey data indicated that African learners were more conservative in their choices than Indian learners. Interviews with the older women however, revealed that African women were more positive about opportunities open to them in the new South Africa. Detailed family profiles suggest that socio - economic factors rather than parental influence, impacted on decision-making patterns. The unique experiences of women in this country, who have been subject to political and social pressures of the apartheid policy and the rapid change of the post apartheid era, must be documented before any theoretical positions can be articulated about the career development of South African women. This study has contributed to research on the career development of women by providing some insight into how a sector of African and Indian women perceive and categorize occupations. / Thesis (Ph.D)-University of Durban-Westville, 2000.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-199). Also available for download via the World Wide Web; free to University of Oregon users.

This study provides detailed accounts of the perspectives on teaching and learning experienced by the instructors and participants in three career exploration programs for women. One of the programs was located at a community college, one at a private college, and one was offered through a non-profit agency. The perspectives of the women are represented by each individual's expressed attitudes, feelings, and ideas about how they experienced teaching and learning. I also examine and relate the accounts of the women to the ways in which teaching processes and learning objectives were created, influenced, and/or constrained by the broader social and administrative context in which the programs take place. Therefore, the study addressed the following broad questions: (1) What values and attitudes toward teaching and learning are expressed by instructors and how do they shape the pedagogical interactions that take place in these career education programs? (2) What has been the participants' experience of learning in these programs? And, (3) In what ways does the social, institutional, and political context in which the programs take place affect the teaching/ learning environment? This study originates from my interest as a feminist educator to gain a greater understanding of how critical and feminist pedagogical approaches are manifested in actual practice, in this case, three particular career exploration programs. Information for the study was gathered from program instructors through semi-structured interviews; through an informal focus group in each program with volunteer students; and by reviewing relevant program related materials. After providing detailed accounts of the perspectives of the instructors, participants, and descriptions of each program, the external factors which create, influence, and constrain the nature of the programs, and the voices of the instructors and participants are explored in relation to the literature reviewed for the study. This analysis revealed that the instructors employed teaching approaches which are consistent with the values and aims of critical feminist pedagogy. However, teaching approaches were also applied which appear to reside within traditional educational approaches. Thus, in these particular contexts, the instructors created and acted within a teaching-learning environment which both reproduced and challenged the status quo. The methodological approach utilized in this study illustrated how adult educators concerned with the liberatory possibilities of adult education must invariably operationalize these ideas in complex, constrained, and often contradictory social sites which act to shape the possibilities of instruction. It did so by directing attention to both the social actors and the social and political processes that act to create and organize specific adult education activities.

This study explored variables affecting and factors related to the career choices of female and male undergraduate physical science students. The variables that were examined are self-confidence, career values and attributions. Included in the examination of career plans was an attempt to establish enrollment patterns in honours and major physical science departments at McGill University. Results indicated that there was a decline in the enrollment rate for women in all science programmes (except for geology) and an increase in enrollment for males in all programmes (except for geology and physics). Contrary to previous findings, the results suggested that women in science programmes wish to remain in science or science-related occupations. While there were no conclusive findings for the variables affecting career planning, the results did reveal a pattern of gender differences that resembled gender role stereotypes.

This study had a dual objective. The first was to determine which factors influenced the career choice of girls and the second whether• their• actual choices coincided with their aptitudes. Socialization has a direct influence on the identification of girls with their careers. From an early age their behaviour is in line with the traditional roles (femininity, attractiveness, etc.) which society holds up to them. This is also true about occupations regarded as being suitable for girls. Girls therefore tend to choose their careers from a limited sphere. The style of parents' upbringing of their children also has an influence on the development of a girl's sex role identity, and therefore her career orientation. The peer group, especially male friends, has a tremendous influence during adolescence on the formation of a girl's sex role identity and career orientation. Pressure from the peer group tends to make girls feel that popularity and attractiveness are more important than academic achievement and high professional aspirations. It also appears that teachers do not play a significant role in the career orientation of girls. The influence of television on the career orientation of girls can be traced back to the influence on the patterns of interest of television viewers. It emerges that television programmes represent sex roles in a stereotyped manner. Through that, patterns of interest in the fields of "Social work" and "Practical-female" (19-Field Interest Questionnaire) are reinforced. School counsellors do not have a big influence on the career choices of girls. Boys and girls both regard the aspects of interest highly in making a choice of career. Girls tend, however, to give high credence to the rendering of service and to welfare. Boys tend to look more strongly at good income and good opportunities for promotion. The training of girls is directed more at the development of aptitudes in a field in the Humanities, in secretarial and clerking positions. The result of this is that girls mostly follow a domestic, caring and administrative course of study. The career values of girls and their self-image have a negative influence on their career orientation. This leads to the situation that fear of success inhibits them from developing their full professional potential. Other factors, such as manpower shortages, economic and political conditions, the improvement of the level of education and professional knowledge separately or in conjunction, have an influence on girls' career preferences and expectations. For the purposes of this study the Senior Aptitude Test, professional profiles identified with the aid of the Senior Aptitude Test and a questionnaire were used. Three aspects are covered by the questionnaire: * Field of study * Career expectations * Choice of career All the Afrikaans-speaking matriculants of four Afrikaans-medium high schools in a particular metropolitan area participated in the project. The data were statistically processed with an SAS computer programme. Fields of study and aptitudes of the study group do not correlate. Most respondents' strongest aptitudes are in the Humanities, while they are in fact following courses in the field of Economics. Most respondents are of the opinion that there are adequate work opportunities for white girls in the RSA, but feel that career counselling did not make adequate provision for girls. The study group are of the opinion that girls can do traditionally male jobs. There is a fair amount of uncertainty, however, about the professional future of white girls in a changing RSA. Professional training is thus regarded as being very important. More than half of the group (67,2%) expert to marry and still to have a career. Most of the respondents (176 out of 277) have made a fin3l career choice. The reason why the rest have not made career choices could largely be attributed to too little knowledge about careers. Five careers, viz. secretarial, teaching, nursing, social work and clerking, represent the largest percentage (35,4%) of the study group's career choices. The study group mainly made their choices on their own volition, and most parents are satisfied with their daughters' choices of career. Training is essential for most careers, mainly at universities and technikons. Too little knowledge of careers and financial considerations gave rise to the fact that some respondents (71 out of 277) planned to study later. In the consideration of the results of the investigation, the following conclusions could be reached: The process of socialization still holds up the caring role, service and femininity to girls as the ideal. In that way girls' aptitudes in the fields of the Humanities and in medicine are reinforced. In spite of that, the greatest percentage of girls followed a commercial course. The conclusion that is reached is that they feel "safe" in this field of study, because the traditional expectation is that they will go and work as a typist or a secretary. Girls therefore choose a field of study in Standard seven which is not in line with their aptitudes. It emerges that girls do not receive adequate counselling in Standard seven, and that being a secretary or a teacher is still held up to them by die Guidance teacher. The career choices of the study group therefore correlate with their fields of study, but not with their aptitudes. The conclusion that can be reached is that a large percentage of the study group would seem to have made an unrealistic choice of career, probably because they did this from a limited professional awareness. This can probably be ascribed to the traditional values and roles held for girls. Other conclusions which emerge from this study: * The respondents are not properly informed about the changes occurring in the RSA. * The study group dispose of too little information about professional training, although they seem to be aware of its importance. * Girls want to move away from the traditional sex role of wife and mother, and want to reconcile career and marriage. * Most respondents do not dispose of adequate self- knowledge to come to a realistic choice of career without some supportive action. * The female work force in South Africa is very valuable and an important source of executive and highly qualified manpower which should not be neglected. The place which women fill in the career world and its implications should enjoy special attention in school guidance. It is especially necessary that girls be made aware of their career potential but also of career options and problems. A school guidance teacher should take note of the fact that girls' career orientation is different from that of boys, and should adjust the counselling programme accordingly. One cannot, therefore, have the same programme for boys and girls. If it should be accepted that the role of woman in the business world is important, it is essential that career and course guidance in school be improved on an ongoing basis. Such improvement can only take place if the process of career counselling makes provision for the dynamic as well as the scientific dimensions of career choice and career development of girls in particular. The career orientation of girls is a lifelong process. It goes much further than mere career counselling. It is comprehensive, encompassing the girl in her totality. It also points to co-ordinated planning by all persons and institutions involved. It is only in this way that the optimal utilization of available manpower in its full implications can be attained. / Skripsie (MEd)--PU vir CHO, 1988

This study had a dual objective. The first was to determine which factors influenced the career choice of girls and the second whether• their• actual choices coincided with their aptitudes. Socialization has a direct influence on the identification of girls with their careers. From an early age their behaviour is in line with the traditional roles (femininity, attractiveness, etc.) which society holds up to them. This is also true about occupations regarded as being suitable for girls. Girls therefore tend to choose their careers from a limited sphere. The style of parents' upbringing of their children also has an influence on the development of a girl's sex role identity, and therefore her career orientation. The peer group, especially male friends, has a tremendous influence during adolescence on the formation of a girl's sex role identity and career orientation. Pressure from the peer group tends to make girls feel that popularity and attractiveness are more important than academic achievement and high professional aspirations. It also appears that teachers do not play a significant role in the career orientation of girls. The influence of television on the career orientation of girls can be traced back to the influence on the patterns of interest of television viewers. It emerges that television programmes represent sex roles in a stereotyped manner. Through that, patterns of interest in the fields of "Social work" and "Practical-female" (19-Field Interest Questionnaire) are reinforced. School counsellors do not have a big influence on the career choices of girls. Boys and girls both regard the aspects of interest highly in making a choice of career. Girls tend, however, to give high credence to the rendering of service and to welfare. Boys tend to look more strongly at good income and good opportunities for promotion. The training of girls is directed more at the development of aptitudes in a field in the Humanities, in secretarial and clerking positions. The result of this is that girls mostly follow a domestic, caring and administrative course of study. The career values of girls and their self-image have a negative influence on their career orientation. This leads to the situation that fear of success inhibits them from developing their full professional potential. Other factors, such as manpower shortages, economic and political conditions, the improvement of the level of education and professional knowledge separately or in conjunction, have an influence on girls' career preferences and expectations. For the purposes of this study the Senior Aptitude Test, professional profiles identified with the aid of the Senior Aptitude Test and a questionnaire were used. Three aspects are covered by the questionnaire: * Field of study * Career expectations * Choice of career All the Afrikaans-speaking matriculants of four Afrikaans-medium high schools in a particular metropolitan area participated in the project. The data were statistically processed with an SAS computer programme. Fields of study and aptitudes of the study group do not correlate. Most respondents' strongest aptitudes are in the Humanities, while they are in fact following courses in the field of Economics. Most respondents are of the opinion that there are adequate work opportunities for white girls in the RSA, but feel that career counselling did not make adequate provision for girls. The study group are of the opinion that girls can do traditionally male jobs. There is a fair amount of uncertainty, however, about the professional future of white girls in a changing RSA. Professional training is thus regarded as being very important. More than half of the group (67,2%) expert to marry and still to have a career. Most of the respondents (176 out of 277) have made a fin3l career choice. The reason why the rest have not made career choices could largely be attributed to too little knowledge about careers. Five careers, viz. secretarial, teaching, nursing, social work and clerking, represent the largest percentage (35,4%) of the study group's career choices. The study group mainly made their choices on their own volition, and most parents are satisfied with their daughters' choices of career. Training is essential for most careers, mainly at universities and technikons. Too little knowledge of careers and financial considerations gave rise to the fact that some respondents (71 out of 277) planned to study later. In the consideration of the results of the investigation, the following conclusions could be reached: The process of socialization still holds up the caring role, service and femininity to girls as the ideal. In that way girls' aptitudes in the fields of the Humanities and in medicine are reinforced. In spite of that, the greatest percentage of girls followed a commercial course. The conclusion that is reached is that they feel "safe" in this field of study, because the traditional expectation is that they will go and work as a typist or a secretary. Girls therefore choose a field of study in Standard seven which is not in line with their aptitudes. It emerges that girls do not receive adequate counselling in Standard seven, and that being a secretary or a teacher is still held up to them by die Guidance teacher. The career choices of the study group therefore correlate with their fields of study, but not with their aptitudes. The conclusion that can be reached is that a large percentage of the study group would seem to have made an unrealistic choice of career, probably because they did this from a limited professional awareness. This can probably be ascribed to the traditional values and roles held for girls. Other conclusions which emerge from this study: * The respondents are not properly informed about the changes occurring in the RSA. * The study group dispose of too little information about professional training, although they seem to be aware of its importance. * Girls want to move away from the traditional sex role of wife and mother, and want to reconcile career and marriage. * Most respondents do not dispose of adequate self- knowledge to come to a realistic choice of career without some supportive action. * The female work force in South Africa is very valuable and an important source of executive and highly qualified manpower which should not be neglected. The place which women fill in the career world and its implications should enjoy special attention in school guidance. It is especially necessary that girls be made aware of their career potential but also of career options and problems. A school guidance teacher should take note of the fact that girls' career orientation is different from that of boys, and should adjust the counselling programme accordingly. One cannot, therefore, have the same programme for boys and girls. If it should be accepted that the role of woman in the business world is important, it is essential that career and course guidance in school be improved on an ongoing basis. Such improvement can only take place if the process of career counselling makes provision for the dynamic as well as the scientific dimensions of career choice and career development of girls in particular. The career orientation of girls is a lifelong process. It goes much further than mere career counselling. It is comprehensive, encompassing the girl in her totality. It also points to co-ordinated planning by all persons and institutions involved. It is only in this way that the optimal utilization of available manpower in its full implications can be attained. / Skripsie (MEd)--PU vir CHO, 1988

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 144-155).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-89). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-89). Also available on the Internet.