Thesis (Ph. D.)--University of Wisconsin--Madison, 1952. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 134-138).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1954. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-135).

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 161-167). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 161-167). Also available on the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University, 1957. / Typescript. Type C project. Sponsor: Esther Lloyd-Jones. Dissertation Committee: Karl W. Bigelow, Ralph R. Fields. Includes bibliographical references (leaves 300-318).

La féminisation d’une filière de l’enseignement supérieur constitue un phénomène complexe en termes d’ajustements et de reconfigurations des pratiques et des choix des individus. Les conséquences d’un passage d’une situation non mixte à mixte ne peuvent s’observer uniquement sur une échelle uni-dimensionnelle. Le genre, en tant que rapport social sexué imbriqué dans un ensemble de rapports sociaux et identitaires, indissociables et constitutifs du processus d’orientation scolaire et professionnelle, forme un outil conceptuel pertinent à l’analyse des ajustements en termes de représentations (scolaires, professionnelles et sexuées). Cette thèse s’appuie sur des données quantitatives, issues d’une enquête par questionnaires auprès de lycéen-ne-s de terminales scientifiques, mais aussi sur des données qualitatives, issues d’un suivi longitudinal par entretiens auprès d’étudiant-e-s en faculté de médecine. L’objectif de cette thèse est d’analyser les conséquences du mouvement de féminisation des études de médecine en termes d’élaboration des projets d’avenir féminins et masculins dans le supérieur et en termes de projections professionnelles et personnelles sexuées. Notre recherche vise à participer à la compréhension des évolutions et des configurations complexes du principe de bi-catégorisation de sexe à travers l’orientation scolaire et professionnelle. / The feminization of a field of higher education is a complex phenomenon in terms of adjustments and reconfigurations of individual practices and choices. The consequences of an evolution from a mixed-sex situation cannot be observed only on a one-dimensional scale. Gender, as a social report nested in a set of inseparable social identity reports constituting of educational and vocational guidance, represents a relevant conceptual tool for the analysis of adjustments in terms of perceptions (gender-based perceptions of career and orientation choices and professions). This thesis is based on the results of a survey by questionnaire of scientific students in secondary schools but also on qualitative data from a longitudinal study by interviews with students in medical studies. The aim of this thesis is to analyze the consequences of this feminization on medical studies in terms of educational and vocational guidance of both genders and in terms of personal projections. Our research aims to contribute to the understanding of evolution and complex configurations of the principle of bi-categorization of sex from educational and vocational guidance.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Dans les pays industrialisés, la durée de scolarisation s’allonge, formant des cohortes d’individus de plus en plus diplômés. Dans un contexte de fort taux du chômage en France et plus particulièrement des jeunes, l’alternance (et plus particulièrement l’apprentissage) est promue comme « la » solution par les institutions. L’alternance aurait des vertus en termes de professionnalisation et d’insertion dans l’emploi par une logique d’adéquation formation-emploi. Cependant, la population des alternant e s ne constitue pas un miroir fidèle de la composition des jeunes en formation sur le territoire national en termes de mixité sociale, de sexe ou des origines. Parmi ces jeunes, certain-e-s choisissent une formation en alternance du supérieur court – dont l’objectif est l’insertion rapide – avec des destinées différentes : le marché de l’emploi ou la poursuite de leur formation. Dans ce contexte, notre recherche s’intéresse à l’élaboration du projet d’orientation et professionnel des alternant-e-s engagé-e-s dans des formations dispensées par des organismes privés dans deux spécialités transversales aux secteurs d’activités des entreprises. L’objectif de cette recherche est de mieux comprendre la dynamique des processus en jeu durant cette période et leur impact sur les projets et leurs concrétisations en fin de formation. Dans cette perspective, notre travail se concrétise par une recherche qualitative et longitudinale avec une focalisation sur les relations entre les environnements, les comportements et la personne. L’analyse montre que le recrutement est une rencontre « forcée » entre des entreprises de tailles différentes et des publics aux intentions et aux origines diverses (spécialités, voies de formation, statuts). Cette rencontre produit des effets différents tout au long de la formation en fonction de la biographie des individus sans bouleverser les habitus de genre du monde du travail / In industralised countries the duration of schooling stretches out, and more and more people have a high academic level. In a French context of high rates of unemployment and more particularly among young people, institutions promote the alternation as "the" solution (and more particularly the training through apprenticeship). The alternation would have virtues in terms of professionalisation and insertion in the field of employment by the logic of adequacy training-employment. However the population of the students on work-based training is not a faithful mirror of the composition of the young people in training on the national territory in terms of social mix, sex or origin. Among these young people, some-are choosing a sandwich training of higher education – the objective of which is fast insertion – with different fates : the market of employment or the pursuit of their training. In this context, our research is interested in the elaboration of the project of orientation and professional of the students on work-based training. The objective of this research is to understand the better dynamics of the processes during this period and their impact on the projects, and their realisation at the end of the training. In this context, our work is concretised by qualitative and longitudinal research with a focus on the relations between the environments, the behaviour and the person. The analysis shows that recruitment is a "forced" encounter between companies of different sizes and candidates with different purposes and origins (specialities, training paths, status). This encounter produces different effects throughout the training according to the biography of the individuals without upsetting the gender habitus of the world of work

This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.