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Vocational orientation of a Black female adolescent in Natal and KwaZulu : a psychopedagogic perspectiveMkhabela, Octavia Khabelani January 1986 (has links)
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
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Occupational choices of women in South Africa.Naidoo, Zaiboonnisha. January 2000 (has links)
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.
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Women, domestic violence, and career counseling : an experimental examination of the effectiveness of two career intervention programs /Gragg, Krista Marie. January 2003 (has links)
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.
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Perspectives on teaching and learning in career exploration programs for women:Mullins, Kathleen Ann 11 1900 (has links)
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.
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An exploration of the career goals of undergraduate physical science students : where are the women in science?Harris, Eileen Ophelia January 1990 (has links)
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.
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Beroepsverwagtinge van 'n groep Afrikaanssprekende st. 10 meisies / Nicolaas Hendrik HavengaHavenga, Nicolaas Hendrik January 1988 (has links)
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
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Beroepsverwagtinge van 'n groep Afrikaanssprekende st. 10 meisies / Nicolaas Hendrik HavengaHavenga, Nicolaas Hendrik January 1988 (has links)
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
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Women in transition A study of demographic and personality factors related to life-style choices /Aanstad, Judy Ann, January 1978 (has links)
Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 144-155).
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Factors contributing to the career orientation of Mexican American adolescent women /Flores, Lisa Y. January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-89). Also available on the Internet.
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Factors contributing to the career orientation of Mexican American adolescent womenFlores, Lisa Y. January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 77-89). Also available on the Internet.
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