Career opportunities for women were limited until the 1970s. Teaching is a profession women have long pursued. The purpose of the study was to determine if differences exist in Kentucky women teachers’ demographic characteristics and career choice outcomes by age cohort/era. The population consisted of women who lived in the state of Kentucky and the teacher sample consisted of 110 females, ranging in age from 25-74. Findings from this study were examined through the Social Cognitive Career Theory’s (SCCT) three constructs: self-efficacy, outcome expectations, and personal goals. Five key influences were reviewed from literature: age, resources, educational attainment, teaching responsibilities, and motherhood. The educational level of all women in this sample consisted of respondents earning a bachelor’s degree or higher, with the majority having obtained a master’s degree. It was found that the teacher sample of the Kentucky Women’s Educational Attainment Study was highly influenced by their educational and occupational decisions. They were influenced by their personal values and family in their marriage and parenting decisions. Personal goals, outcome expectations, and self-efficacy were being met for these teachers by accomplishing their education and career goals while balancing their parenting choices.

The single most common decision that people between the ages of 16 years and 22 years need to make is that of their career choice. Research in the field of career guidance has shown that the world of work is changing. It is generally accepted that an individual will be presented with many opportunities in the world of work and these give rise to the notion of multiple careers. To predict accurately what these opportunities might be is impractical and naive, if not impossible. Career guidance counsellors are now expected to understand the interrelationships between occupations and occupational groups; an understanding that is vital when providing a comprehensive and realistic career guidance service. The career guidance processes or programs that counsellors use, need to allow for the identification of base or entry level careers that will provide opportunity for both horizontal and vertical career movement. While the schooling system has traditionally been the primary role player in preparing learners for the world of work, recent budgetary cuts have forced schools to focus on academic subjects, and, as a result, career guidance as a subject has become ancillary to the school syllabus. This situation is unlikely to be remedied unless career guidance becomes an examinable subject as are mathematics, physical science, biology and so on. A literature study surrounding career guidance practices in South Africa and career choice and development theories from around the world, suggest that existing career guidance programs in South Africa need to be restructured to allow for a more comprehensive solution for learners, that need to make a career choice. The "PACE" career guidance program was designed to enhance the career knowledge of learners, increase their self awareness in relation to careers, and ultimately to accelerate the career maturity process. Learners from schools in East London were exposed to the program, with the intention of determining the effect of the program on their career maturity levels. Whilst certain elements which constitute career maturity were not influenced by the program, results obtained from the research indicated a significant increase in the overall career maturity level of these learners. Resulting from this dissertation, recommendations have been made relating to the length of a career guidance program, the point of departure and the point of exit, the importance of balancing realism with circumstances, and the necessity for career guidance practitioners to possess a thorough understanding of careers and the various paths that careers may follow. Suggestions regarding further research in the area of career guidance are also provided. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

Uppsatsen undersöker behovet av och tillgången till studie- och yrkesvägledning i vändpunkter och utgår från karriärvalsteorin Careerships definition av dessa. Alla individer ställs inför flera vändpunkter under sitt liv och vissa är mer tydliga än andra. Tidigare forskning visar att individer med fler valmöjligheter inom sin vändpunkt upplever ett större behov av studie- och yrkesvägledning än individer med få valmöjligheter. Ofta upplever exempelvis arbetssökande ett litet handlingsutrymme och lågt förtroende för myndighetsutövare. Undersökningens resultat visar att behovet men också tillfredsställelsen av studie- och yrkesvägledning är störst inom grundskolan och lägst för gruppen arbetssökande. I uppsatsen diskuteras om intresset för studie- och yrkesvägledning skulle öka i vuxengrupper om fler gavs möjlighet att ingå i en kontinuerlig studie- och yrkesvägledningsprocess. / This essay examines the need for career counselling when reaching a turning point based on the career selection theory, Careership. All individuals are recurrently faced with turning points during their career, some clearer than others. Previous research indicates that individuals with more options in their turning point feel a greater need for career counselling than individuals with fewer choices. For example jobseekers often experience that they have little room for manoeuvres and a low confidence in authorities. The result from this study shows that the need for and also the satisfaction with career counselling are biggest in elementary school and the lowest for jobseekers. In the essay we discuss whether the interest in seeking for career counselling would increase if grown ups were given the opportunity to be a part of a continuous career counsellingprocess.

Bibliographische Beschreibung Petra Hönigschmid Motivierung von Medizinstudenten zur allgemeinärztlichen Tätigkeit durch Hausärztliche Praktika – eine Prä-Post-Studie Universität Leipzig, Dissertation 62 Seiten, 20 Tabellen, 1 Abbildung, 36 Literaturverweise Referat: In der vorliegenden Arbeit wurde untersucht, inwieweit frühzeitige hausärztliche Praktika am Beispiel des Leipziger Wahlfachs Allgemeinmedizin Vorklinik die Einstellung und den Berufswunsch zur Hausarztmedizin beeinflussen. In einer Prä-Post-Studie wurden alle für dieses Wahlfach eingeschriebenen Medizinstudenten der Universität Leipzig von Februar 2008 bis Februar 2010 befragt. Es konnte gezeigt werden, dass bei einem geeigneten Lehrkonzept die Ausbildung bei niedergelassenen Hausärzten einen positiven Effekt auf die Karrierewahl Allgemeinmedizin hat. Die große Bandbreite an Erkrankungen, die Behandlung komplexer Krankheitsbilder und der Aufbau langfristiger Patientenbeziehungen wurden dabei sehr geschätzt. Nach dem Praktikum stieg der Berufswunsch Allgemeinmedizin signifikant an. Etwa die Hälfte der Studierenden konnte sich eine niedergelassene Tätigkeit vorstellen. Bezüglich der Kontrollierbarkeit der wöchentlichen Arbeitszeit und der Organisation eines vernünftigen Verhältnisses zwischen Arbeit und Freizeit gab es nach dem Praktikum keine wesentlichen Abweichungen. Die Studierenden schätzten dies als realisierbar ein. Auch eine höhere Arbeitsbelastung des Hausarztes im Vergleich zu anderen Fachärzten konnte nach dem Praktikum nicht bestätigt werden. Die vermutete Arbeitszeit eines Hausarztes wurde nach dem Praktikum nach oben korrigiert. Das Interesse an einer Famulatur, einem PJ-Tertial oder einer Promotion in der Allgemeinmedizin war nach dem Praktikum unverändert hoch. Die Evaluierung der Lehrveranstaltung zeigte, dass die Arbeitsweise des Lehrarztes und die damit verbundene Vorbildwirkung für die Studierenden einen wesentlichen Aspekt für die spätere Karrierewahl darstellen.

This thesis examines the impact of the engineering culture on women engineering students??? gendered and professional identities. It is simultaneously focused on exploring how identity shapes, and is shaped by, women???s experiences of the engineering culture and, the relationship between gendered and professional identities. The research is set within the context of existing research on women in engineering, much of which has focused either on women???s experiences in industry or experiences of staff in academia, failing to recognise the importance of higher education (HE) as a gatekeeper to the engineering professions. Furthermore, despite numerous initiatives aimed at increasing the percentage of women entering engineering, the proportion of women studying engineering has remained stable, around fifteen percent, for the last few years. The research is grounded in an interpretivist approach, although it adopts a multimethod research design. Specifically it draws upon qualitative interviews with 43 women and 18 men engineering students, a questionnaire with responses from 656 engineering undergraduates and two focus groups with 13 women engineering students from seven departments at one university. These datasets are analysed with the aid of NVivo and SPSS to explore women engineering students??? career choices; women???s experiences of the HE engineering culture; the relationship between engineering education culture and women???s identities; whether there are cultural nuances between engineering disciplines; and, implications for strategies to attract and retain more women in engineering. Key findings from the research are that women and men make career choices based on similar factors, including the influence of socialisers, knowledge of the engineering professions, skills, ability and attributes, and career rewards. However, the extent to which each of this factors are important is gendered. The research also highlights key characteristics of the HE engineering culture, including competition, camaraderie, gendered humour, intensity, more theoretical than practical, help and support for women students and reinforcement of gender binaries. These findings all suggest that women are assimilated into the engineering culture or, at least, develop coping mechanisms for surviving in the existing culture. These strategies reveal a complex and difficult balancing act between being a woman and being an engineer by claiming a rightful place as an engineer, denying gendered experiences and becoming critical of other women. The research also tackles two key issues, rarely discussed in the extant literature. Firstly the help and support women students receive from lecturers and other staff, and the negative impact this has, and may continue to have, on women. Secondly, the analysis of discipline differences shows that design and technology is significantly different from other engineering disciplines in terms of culture(s) and women???s experiences. The thesis concludes that women???s enculturation into engineering results in their ???doing gender??? in a particular way. This means that women???s implicit and explicit devaluing and rejection of femaleness, fails to challenge the gendered cultures of engineering and, in many ways, upholds an environment which is hostile to women.

Advisor: Frank I. Moore. Includes bibliographical references (leaves 152-169).

Thesis (M.S.)--University of Michigan, 1982.

Thesis (M.S.)--University of Michigan, 1982.

Thesis (M.S.)--University of Michigan, 1982.

Thesis (M.S.)--University of Michigan, 1980. / "A research report submitted in partial fulfillment of the requirements for the degree ..."