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Class participation! . What is one belief that has helped make you successful? Who influenced this belief?. The Career Beliefs of Inner-City Adolescents. Article by: Sherri L. Turner and Julia L. Conkel Ziebell Presented by: Kaci Arnett and Liz DeBord. Previous Research.
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Class participation! • What is one belief that has helped make you successful? • Who influenced this belief?
The Career Beliefs ofInner-City Adolescents Article by: Sherri L. Turner and Julia L. ConkelZiebell Presented by: Kaci Arnett and Liz DeBord
Previous Research • Inner city adolescents encounter more obstacles that hinder their access to career options. • There is less opportunity for career exploration, possibly influences developing career beliefs. • Inner city adolescents are more likely than suburban adolescents to struggle academically. • Many districts have only a 50% graduation rate • As a result, adolescents may feel that they have little control.
Krumboltz’s Happenstance Learning Theory (HLT) • Less adaptive beliefs, assumptions, and generalizations concerning career options can have powerful negative effects on the career development of adolescents.
Purpose of the Study • The researchers were interested in exploring the career beliefs of inner city adolescents and whether or not those beliefs position the adolescent to be successful in his or her future career.
Study • Participants 97 adolescents (7th and 8th graders) from two inner city Midwestern schools. • Participants were recruited from their social studies classes, and research was conducted during class time. • The school districts that were chosen indicated 91% of their students lived at or below poverty level. • Students were split almost equally across gender. 16.5% were African American, 15.5% were Asian American, 3.1% were European American, 8.2% were Hispanic American and 56.7% were Native American.
Method • Students answered questions from the Career Beliefs Inventory (CBI) and rated their responses based on a 5-point scale (Likert scale). • Items on the survey were scaled by the researchers to ensure validity and reliability of the instrument. • Responses to the CBI were analyzed to determine what the students believed and whether the beliefs would positively or negatively affect career development. • CBI consists of 96 items, with 51 reverse scored.
Results • 70% and 79% of the participants had lower range scores for Success is Related to Effort and Flexibility and Adaptability respectively. • The majority of the participants scored in the higher range for the other factors studied.
Conclusions • Students beliefs regarding success, flexibility, and adaptability are likely to have negative effects on their career development. • Students also exhibit some adaptive beliefs. These beliefs could alleviate some of the risks of maladaptive beliefs, if encouraged and maintained.
Limitations • No control population to compare belief sets of inner city and suburban student populations. • The study was self-report, and therefore, may not accurately represent the students’ views. • Descriptions of belief sets are sample bound and not necessarily representative of the individual.
Discussion • Do agree with the generalizations made in the literature review? What was your reaction to these studies? • What did you think about the sample population of students? Did the sample size and demographics contribute to the results?
Discussion • “Results indicated that 70% and 79% of the participants had lower scores on Success is Related to Effort Beliefs, and on Flexibility/Adaptability Beliefs” (p.7) • Why would student beliefs about career goals, effort, success, and flexibility be important a developing adolescent? • Why might this be helpful for educators? • Can you remember anything that may have helped you during this age?
