The adequacy of the theory underpinning current careers guidance practice is increasingly being questioned for particular client groups, including girls and women. Key criticisms relate to the philosophy of science that has dominated the research informing these theories, neglect of context, bias in sampling procedures and their failure to take account of changes in the labour market. The research reported in this thesis explores some of the factors that inhibit women's career development in the UK, as well as some that enhance it, in a way that takes account of these criticisms. The focus is on both the theory and practice. Grounded theory informed the data collection and analysis phases of the research. Two questionnaires, the first of which was completed by one hundred and two participants, provided a progressive focusing of the study. In-depth interviews with nine of the female participants who had experienced discrimination in employment comprised the final stage of data collection. The research highlights, simultaneously, the similarities of the experiences of girls and women compared with boys and men, and the different ways girls and women responded to these experiences. Findings relate both to the contextual and individual factors that have influenced the career development of participants. Discrimination and sexual harassment emerge as important, and the strategies developed by participants to cope are identified. Perhaps most importantly, the research examines the lived experiences of women participants conveyed in their own voices. Implications for careers guidance practice are discussed. An accurate understanding of the context in which women's career development in the UK occurs is emphasised together with strategies which could improve guidance practice.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:369458 |
| Date | January 2001 |
| Creators | Bimrose, Jenny |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/59561/ |
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