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The present study was concerned with career maturity of high school gifted students. The purpose of the study was to determine the relationship of participation in three different career education programs to the career maturity of gifted students. A secondary purpose of the study was to determine the relationship of selected variables (sex, age, grade, work experience, family income, leisure, and volunteer involvement). The three career programs in which the students participated were: The Alternative (internship), the Gifted (mentorship), and the Traditional. The Gifted and Alternative Career Programs provided classroom learning experiences and experiential activities which extended beyond the Traditional classroom approach and utilized the resources of the metropolitan community. The Traditional Career Program was taught in collaboration with the English and vocational classes within the school environment. Career decision-making skills, interviewing, assessment of career interest, resume writing, high school program planning, seminars, guest speakers, occupational research, and career fairs constituted the career experiences of students in the Traditional Career Program. The significance of the difference between the groups on the Career Maturity Inventory was determined by analysis of variance using the .05 level of significance. The location of existing differences were determined by the Duncan's Multiple Range Test. An analysis of the data revealed: (1) Gifted program respondents had higher attitude maturity than the Alternative and Traditional Program respondents; (2) Alternative and Traditional Program respondents know less about occupations and career decisions than those respondents in the Gifted Career Program; (3) No differences were found for sex and grade; (4) A difference with family income on total competence scores; and (5) The variables age, sex, grade, income could be viewed independently when the scores of the respondents were considered with program interaction. / Ed. D.

The purpose of this study was to investigate the work values of female adolescents from traditional and nontradItional career families. This was accomplished by administering the Work Values Inventory (WVI) and a personal data fonn to 528 tenth grade females in six secondary schools in Virginia. The schools represented an approximately equal proportion of black and white females and rural arid urban geographic locations. Useable data was collected from 527 females. The services of the Virginia Polytechnic Institute and State University were used to analyze the data, construct rank-order profiles of the subjects' scores, and test for significance among the variables. The following conclusions were drawn: (1) The work values of female adolescents from traditional and nontraditional career families are similar. In addition, parental educational level and geographic location of the female adolescents from traditional and nontraditional career families appear to be of little consequence in their assessed work values; (2) Black female adolescents scored higher than white females on eleven of the fifteen work values scales and black females placed more importance on intrinsic work values than on the extrinsic values; and (3) The overall responses of the female adolescents reflected higher mean scores than Super (1970) noted in 1968 for a similar group. The Altruism value now ranked seventh as compared to second in 1968. In addition, Achievement, Security, and Economic Returns showed higher rankings than in the 1968 study. Some implications concluded from this study may be of interest to career development researchers, theorists, and career counselors. First, it is apparent that the female adolescents have similar work values, regardless of the mothers' and fathers' employment status, perhaps dispelling some sex role myths that females from nontraditional career families model their mothers, thus establishing different work values than females from traditional career homes. Secondly, the differences detected in work values of black and white female adolescents should serve as a basis for future research concerning the influences of the family on work values as a function of race. Finally, the assumption that daughters use their mothers as role models is questionable in reference to work values. In addition, female adolescents are now interested in the nontraditional stereotyped work values of Security, Achievement, and Economic Returns. / Ed. D.

This dissertation provides an economic explanation for Ph.D. unemployment. The discussion begins with a theoretical investigation of policy making in nonprofit colleges. The predictions of this analysis are that colleges will operate less efficiently than for-profit firms; that faculty salaries will exceed market-clearing levels (in most disciplines); and that faculty salaries will tend to equalize across disciplines (while market-clearing salaries will probably vary across disciplines). The theory of rent-seeking unemployment is then presented. When the academic wage exceeds the nonacademic wage, those gaining faculty positions receive rents; so some individual will refuse nonacademic jobs (accept unemployment) and search for rent-yielding academic jobs. The hypothesis is that unemployment rates will be highest in those disciplines where the intersectoral wage differential is greatest. Empirical evidence is presented which supports the major hypotheses of this study. / Ph. D.

no abstract provided by author / Master of Science

The population of this study was that of an urban school district located in the District of Columbia. Eight intact fourth, fifth, sixth, tenth, and twelfth grade classes were selected to participate in the study. The primary purpose of the study was to evaluate the effectiveness of a career guidance program on the career maturity and self-esteem of a selected group of students and to assess the perception of the parents and students toward the program. The secondary purpose of the study was to determine the relationship of selected variables (gender, grade, CTBS test scores (math and reading on the elementary level), and socio-economic status to the career maturity and self-esteem of the students. The experimental group participated in a four month career guidance program using the National Career Development Guidelines as the standards for program development. A week prior to the beginning of the career guidance sessions, data were gathered using the Individual Student Profile, Crites' Attitude Scale and Coopersmith's Self-Esteem Inventory. The experimental groups were exposed to a Career Guidance Program of fifty minute sessions during a period of four months. The whole class sessions included guidance activities that focused on self-awareness, career exploration, and career planning for the future. The data collected for the study were coded numerically and then compiled by a computer software programming (Number Cruncher Statistical System). The significance of the difference between the groups on the Career Maturity and Self-Esteem Inventories was determined by using the t-test for independent samples and the Pearson correlation Coefficient techniques for relationship between pairs of dependent measures. The findings derived from analysis of the data revealed that: (a) fourth, fifth, sixth, and twelfth graders of the experimental group scored significantly higher in self-esteem and career maturity as compared to their counterparts of the control group; (b) tenth graders of the experimental group did not score significantly different in self-esteem and career maturity as compared to their counterparts of the control group; (c) subjects with higher level of self-esteem scored significantly higher on career maturity as compared to subjects who had lower level of self-esteem; (d) gender, age, socio-economic, and reading and math skills were not significant factors on self-esteem of the participating subjects as a result of the short-term career guidance program; (e) a majority of the subjects who participated in the short-term career guidance program showed positive attitudes toward the overall effectiveness of the program; and (f) a majority of the parents reported to observe improvement in their children's self-awareness, knowledge of careers, and career planning and decision making skills. / Ed. D.

The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.

Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs. / by Colin Philip Roche / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web. / System requirements: Adobe Reader. / Mode of access: World Wide Web.

by Josephine Shui-fun Law. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 46-62). / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES --- p.iii / LIST OF APPENDICES --- p.iv / ABSTRACT --- p.1 / Chapter CHAPTER I -- --- Introduction --- p.2 / Sociological Factors Socioeconomic Status --- p.5 / Psychological Factors Achievement Motivation --- p.6 / Self-Esteem --- p.7 / Sex Role Orientation --- p.8 / Gender differences on Aspirations Educational Aspiration --- p.11 / Career Aspiration --- p.12 / Purpose of the Study --- p.14 / Chapter CHAPTER II -- --- Method Subjects and Data Collections --- p.15 / Instruments --- p.16 / Chapter CHAPTER III -- --- Results --- p.23 / Chapter CHAPTER IV -- --- Discussion --- p.34 / REFERENCES --- p.46

by Lau Chun Kwok. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 136-144). / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.v / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Gender Differences in Occupational Attainment --- p.3 / Chapter 1.2 --- Influences of Education on Occupational Differences --- p.5 / Chapter 1.2.1 --- Women--the Inferior Species? --- p.6 / Chapter 1.2.2 --- Approaching Equality? --- p.7 / Chapter 1.3 --- Significance of the Study --- p.10 / Chapter 2. --- REVIEW OF LITERATURE --- p.12 / Chapter 2.1 --- The Psychological Perspective --- p.12 / Chapter 2.1.1 --- Cognitive Differences between the Sexes --- p.12 / Chapter 2.1.2 --- Motivational Aspects: Difference in Self-confidence and the 'Fear of Success' Syndrome --- p.13 / Chapter 2.1.3 --- Differential Socialization --- p.16 / Chapter 2.1.4 --- Sex Role Theory --- p.17 / Chapter 2.2 --- Empirical Studies in the Psychological Perspective --- p.19 / Chapter 2.2.1 --- Causes of Differences and Prospects for change --- p.21 / Chapter 2.2.2 --- A Misinformed Misery? --- p.25 / Chapter 2.2.3 --- Missing Subjects in the Socialization Model --- p.28 / Chapter 2.3 --- The Sociological Perspective --- p.30 / Chapter 2.3.1 --- Functionalist Explanations --- p.30 / Chapter 2.3.2 --- Status Attainment Research --- p.32 / Chapter 2.4 --- The Feminist Critique --- p.34 / Chapter 2.5 --- Summary: Statement of Research Questions --- p.38 / Chapter 3. --- RESEARCH DESIGN --- p.45 / Chapter 4. --- BACKGROUND PROFILES OF INTERVIEWEES --- p.54 / Chapter 5. --- CAREER CHOICES AND EXPERIENCES --- p.68 / Chapter 5.1 --- Typical Ideal Occupations --- p.68 / Chapter 5.2 --- Vocational Preparation and Actual Openings --- p.69 / Chapter 5.3 --- Job Specifications --- p.72 / Chapter 5.4 --- Social Relations in the Workplace --- p.77 / Chapter 5.5 --- Overtime Work and Learning Opportunities --- p.83 / Chapter 5.6 --- Being Young: Little Girl vs Young Man --- p.85 / Chapter 5.7 --- Summary --- p.87 / Chapter 6. --- SCHOOL LIFE AND PREPARATION FOR WORK --- p.90 / Chapter 6.1 --- Irrelevance of School Formal Curriculum --- p.91 / Chapter 6.2 --- Insignificance of Arts/Science Demarcation --- p.94 / Chapter 6.3 --- Lack of Information for Further Vocational Training --- p.94 / Chapter 6.4 --- Ineffective Moral Teachings --- p.95 / Chapter 6.5 --- Some Job-Related Effects of Hidden Curriculum --- p.96 / Chapter 6.6 --- Orientations towards Formal Training --- p.100 / Chapter 6.7 --- Summary --- p.103 / Chapter 7. --- FAMILY PROCESS AND FUTURE EXPECTATIONS --- p.105 / Chapter 7.1 --- Perceived Family Burden --- p.105 / Chapter 7.2 --- Family Influences in Occupational Choices --- p.107 / Chapter 7.3 --- Expectations of Gender Roles in Family and Work --- p.110 / Chapter 7.4 --- Knowledge about Family routines --- p.113 / Chapter 7.5 --- Charting the Future: Career vs Family --- p.116 / Chapter 7.6 --- Summary --- p.120 / Chapter 8. --- SUMMARY AND CONCLUSION --- p.122 / Chapter 8.1 --- Differences in Cognitive Abilities --- p.122 / Chapter 8.2 --- Effects of Socialization --- p.124 / Chapter 8.3 --- Instability and Vagueness of Aspiration --- p.125 / Chapter 8.4 --- Structure and Process of Family Life --- p.126 / Chapter 8.5 --- School Life and Preparation for Work --- p.127 / Chapter 8.6 --- Future Roles and Current Work: A Dialectical Relationship --- p.128 / Chapter 8.7 --- The Structure and Agency Relationship _ --- p.129 / Chapter 8.8 --- Limitations --- p.130 / APPENDIX: INTERVIEWING STRATEGY --- p.134 / BIBLIOGRAPHY --- p.136