Abstract
This article discusses the influence of culture on four stages of vocational assessment. The article reviews the role culture plays in problem clarification, information gathering, understanding the problem, and coping with the problem. Issues in the use of standardized tests across cultures are addressed, and research on cross‐cultural interest assessment is highlighted.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
