Occupational Expectations Research Articles

Investigation and enlightenment on the clinical medicine students' career expectations to general practitioners

This paper aims to study the influencing factors of students majoring in clinical medicine (including directional training) in Chengdu University of Traditional Chinese Medicine on the occupational expectations of general practitioners. A total of 379 students majoring in clinical medicine and clinical medicine orientation in the College of Medicine and Life Sciences of Chengdu University of Traditional Chinese Medicine were investigated with the Occupational Expectation Scale. The results show that the average scores of students with two different training modes in the occupational expectation scale are higher than 3 points. At the same time, the monthly income of general practitioners expected by clinical medical students was investigated. The results showed that there were significant differences in the salary level of general practitioners expected by the two students. In addition, the doctor-patient relationship in primary medical institutions is also one of the important factors affecting the professional expectations of clinical medical students for general practitioners.

Gender peer effects on students’ educational and occupational expectations

To date, little is known about how gender peers affect students’ educational and occupational expectations. This study investigates the gender peer effects on students’ educational and occupational expectations, using the 2014 China Education Panel Survey. To address students’ self-selection into classes, we choose a sample of schools that randomly assign students to classes. We find that exposure to more female peers increases students’ probability of expecting to attend university and reduces their probability of expecting to complete only middle school. Besides, exposure to more female peers increases boys’ and girls’ probabilities of expecting to pursue a career as a manager, and reduces their probabilities of expecting to become a teacher, doctor, or lawyer. Moreover, exposure to more female peers has significant positive effects on both girls’ and boys’ probability of expecting to pursue prevalently male occupations. In addition, we discuss the mechanisms and check the robustness of the results. This study helps to understand the gender peer effects in education and the variations in individuals’ educational and occupational choices.

QOL-19. RETURNING TO WORK AFTER A BRAIN TUMOUR – “I THOUGHT I WOULD BE BACK AT WORK THE NEXT WEEK, HOW WRONG I WAS!”

Abstract BACKGROUND Returning to work is important for patients' and their families’ well-being, financial circumstances and quality of life. Side-effects of brain tumour (BT) treatment or clinical deterioration from BT progression often causes temporary or permanent inability to work. Aim: To explore the occupational expectations, experiences and satisfaction of BT patients (and their caregivers) following diagnosis/treatment. METHODS Qualitative semi-structured interviews were conducted with adults diagnosed with a primary BT, in employment/self-employed before diagnosis, currently in follow-up care; and their caregivers. Purposive sampling ensured a mixed BT sample. Participants were recruited from two UK tertiary referral hospitals. Data collection and thematic analysis are ongoing and will be completed by August 2022. RESULTS To date, 17 interviews (13 patient/4 caregiver) have taken place (59% female, aged 26-73,M= 43). Early findings: 1) Managing expectations: Patients underestimated the impact of surgery and how long it would take to return to work (if they had). Many would have liked more information prior to treatment about potential side-effects (e.g., extreme fatigue). 2) Prior financial support: Most patients suffered financially, often resulting in returning to work before they felt ready. Patients wanted more information prior to treatment about financial support. 3) Ongoing communication: Employers who were emotionally and practically supportive throughout the BT trajectory were highly valued. Some interviewees believed their employers needed to receive better education about BTs. 4) Flexible working: Patients returning to work with enhanced employer support (e.g., reduced hours, working from home and lighter duties) were more satisfied. 5) Better caregiver support: Many caregivers were unsupported by their employers to take carer leave, some worked more to support the family financially. CONCLUSIONS Preliminary findings offer novel data in an under-researched area. More knowledge around the experiences, barriers and facilitators influencing patients’ return to work will allow the planning of tailored occupational support and resources.

Onwards and upwards? The educational and occupational expectations of Irish teens of migrant descent

While students of immigrant origin often face difficulties during their school career, their educational aspirations and expectations have been found to be relatively high. Less is known, however, about the aspirations and expectations of students of migrant descent in more recent countries of immigration. Furthermore, occupational expectations have received less attention in the literature. Drawing on data from a nationally representative longitudinal study of Irish children, this paper provides the first investigation of the Irish case by comparing the educational and occupational expectations of Irish teens across five ethnic groups. Additionally, it explores how these expectations might translate into entry into third-level education by linking them to subject level choice in secondary school. The results suggest that expectations and subject level choice may be surprisingly similar across the groups, with no evidence of any substantial differences being found.

“A Revolution in Labor”: African Americans and Hybrid Labor Activism in Illinois during the Early Jim Crow Era

“A Revolution in Labor”: African Americans and Hybrid Labor Activism in Illinois during the Early Jim Crow Era

Pro-integration policies and the occupational expectations of immigrant youth

Europe is experiencing heightened public attention toward anti-immigration policy reforms and restrictions. Despite the potential importance of these policy changes, we do not know whether these policies influence how immigrant children perceive their futures in their host countries. Employing secondary data analysis of the Program for International Student Assessment and the Migrant Integration Policy Index data, I show that a decrease in policy support for immigrant integration is associated with a decrease in how good of a job immigrant children expect to have when they are adults. Since students’ occupational expectations influence their eventual status attainment, this article shows that a decrease in pro-integration policies has important implications for the integration of immigrants into their host countries and for their life trajectories.

Life expectations in early adolescence and the timing of first sex and marriage: evidence from a longitudinal survey in Ethiopia

BackgroundRaising the median age at first sexual intercourse and first marriage among females is a policy goal of the Ethiopian government. Education figures prominently in the government’s plans for achieving its goals, including primary and secondary schools; higher education; and out-of-school interventions such as youth centers, peer clubs, and youth associations In this study, we tested whether adolescents and youth who had high educational and occupational expectations at younger ages were at a lower risk of first sexual intercourse and marriage during adolescence and early adulthood.MethodsData came from multiple waves of a longitudinal survey of households and adolescents conducted in southwestern Ethiopia. A measure of career expectations was created from educational and occupational expectations measured at baseline when the adolescents were ages 13–17. The occurrence and timing of first sexual intercourse (called first sex) and marriage were measured four years later in a wave 3 survey. Discrete-time logistic hazard regression models were applied to a person-year file to predict first sex for males and females separately and first marriage for females.ResultsMale and female adolescents who had high career expectations at young ages were at a significantly lower risk of first sex during adolescence and early adulthood. Unlike the delaying effect of being in school, the effect of high career expectations did not wear off as adolescents aged. Among female adolescents, delaying first sex, staying in school, and having parents who desired them to marry at older ages were all associated with a significantly lower risk of marriage during adolescence and early adulthood.ConclusionsThe educational and occupational expectations and family plans that youth develop early in adolescence influence the timing of the transition into sexual activity and marriage. Ethiopian youth who develop high career expectations delay first sex, which for female youth is a key predictor of age at first marriage. Adolescents’ perceptions of parents’ expectations for them are strongly associated with their own expectations and behavior.

Interplay between family background and labour-market conditions in shaping students’ occupational status expectations

ABSTRACT This study examines the relevance of labour-market conditions for individual occupational status expectations. We are particularly interested in students’ status expectations in the final stages of their school careers. Occupational expectations are an important basis for adolescents’ biographical decisions and corresponding transitions to vocational training and employment. By anticipating their likely labour-market situation, adolescents adjust their occupational choices; however, this anticipation is strongly moderated by their family background. We demonstrate this interaction using the example of school students in Germany’s secondary education’s tracked system. We link survey data from the German National Educational Panel Study to regionalised administrative data on unemployment. We find expectations for higher-status occupations in poor regional labour markets among students in non-academic school tracks. In contrast, students in the academic track aspire to lower status occupations in poor regional labour markets. In both cases, higher parental occupational status mitigates the impact of labour-market conditions on individual occupational status expectations. Our results indicate a greater awareness of structural conditions in the region among adolescents who are equipped with fewer familial resources.

Combining technical and business studies at the Universidad Politécnica de Madrid: Analysis of the Double Degree student profile

Double degrees have emerged as an attractive alternative for Spanish university students. The Double Degree in Building and in Business Administration and Management (EDIF-ADE) was a pioneer among the Double Degrees implemented at the Universidad Politécnica de Madrid (UPM) and is currently experiencing a great demand. This study analyses the profile of EDIF-ADE students to understand the keys to this success. Through a survey of first-, second-, third-, and fourth-year students, we examined (1) students’ prior knowledge; (2) motivations and interest areas; (3) educational and occupational expectations; (4) results and knowledge acquired. The results of the study reveal that, although most of the students had no prior knowledge of economics and business, they consider this training as an important element in their future professional development that enhances their employability prospects.

Audiology students’ opinions towards COVID-19 pandemic: occupational perspective and future expectations

Objective This study aimed to evaluate the audiology students' opinions regarding their occupational perspective and their future expectations during the COVID-19 pandemic. Methods The study included 608 participants consisting of undergraduate and graduate students. Two question forms were used in the study. “Audiology students' opinions regarding their occupational perspective during the COVID-19 pandemic” containing 10 questions and “Audiology students' opinions regarding their future expectations” containing 8 questions were assessed. Results While the COVID-19 pandemic did not affect employment opportunities in the field of audiology, it significantly contributed to the increase of professional risks. Online education did not contribute to the learning process and professional competencies. More graduate students stated that the COVID-19 did not affect employment opportunities and increased professional risks but facilitated access to information compared to undergraduate students (p < .05). Undergraduate students stated that COVID-19 contributed more to the reconsideration of career plans and opinions about the profession compared to graduate students (p < .05). COVID-19 pandemic had a more negative effect on graduate students' future expectations compared to undergraduate students (p < .05). Conclusion To our view, the COVID-19 pandemic negatively influenced the occupational perspective of audiology students but did not affect their future expectations. While this process affected the career plan and perspective on the audiology profession of undergraduate students, it negatively impacted the professional risk perception and future expectations of graduate students.

The Roles of Adolescent Occupational Expectations and Preparation in Adult Suicide and Drug Poisoning Deaths within a Shifting Labor Market.

Research suggests that economic declines contribute to mortality risks from suicide and drug poisoning, but how the economy impacts individuals' risks of these deaths has been challenging to specify. Building on recent theoretical advances, we investigate how adolescent occupational expectations and preparation contribute to suicide and drug poisoning deaths in a shifting economy. We use High School and Beyond data linked to adult mortality records for men that were exposed to a decline in labor market share and wages in predominantly blue-collar occupations during early adulthood. We find that adolescent men who expected these occupations had increased risks of suicide and drug poisoning death as adults net of educational and occupational attainment in early adulthood. Family background and occupational preparation are risk factors for death by drug poisoning but not suicide. Our findings improve our understanding of how labor market uncertainty shapes individuals' vulnerability to suicide and drug poisoning death.

An Aging Nursing Workforce: Thematic Analysis from the Nurstory Project

Background: Nursing in the United States of America is an aging workforce. This study sought to better understand the lived experience of aging nurses. Because nurses work in systems where other forms of interpersonal power dynamics may influence internalized and external stereotype an approach based on intersectional theory was applied. Methods: A qualitative thematic narrative analysis of an existing data set of first-person digital stories in the Nurstory project, authored by a group of nurses, was the data source. An emergent coding method was applied. The collection of five digital stories were analyzed. Results: All stories were first person accounts of experiences that represented their internalized reflections and elements of ageism in how their age interacted with their work environment. Dominant themes included: 1) Role constriction 2) Strength 3) Tired and (re)Tired 4) Age perceived and 5)Loneliness. Conclusions: These aging nursing stories add to the contextual layers of the aging healthcare workplace and aging nursing workforce. These individual experiences offer a nuanced understanding of the internalized responses to aging and ageism. These stories highlight socially constructed and socially reinforced attitudes that are complicated by the personal and occupational expectations of nurse’s work, their role and embedded hierarchies in healthcare. Stories such as these are important individual and collective indicators of lived experiences that offer a deeper understanding into the intersections of social identity and aging, that when listened to, can offer insight and a way forward in addressing the stereotype, discrimination and social inequities of ageism.

THE GENERATIVE MECHANISM OF SECONDARY SCHOOL STUDENTS’ OCCUPATIONAL EXPECTATIONS IN THE BALTIC COUNTRIES: INFLUENCE OF FAMILY, SCHOOL, AND INDIVIDUAL SCIENCE LEARNING ACHIEVEMENT

Gender, learning achievements, parents’ occupational status, social-economic backgrounds, and a few traits of schools affect students’ occupational expectations. However, no research had integrated the above factors to investigate the generative mechanism of students’ occupational expectations. After combining student-level and school-level PISA 2018 datasets, two-level latent covariate modeling was used to find the generative mechanism of students’ occupational expectations in the Baltic countries. The mechanism had its primary concern to understand roles parents’ occupational status and individual science learning achievement played on students’ occupational expectations. The results indicate that the generative mechanism of students’ occupational expectations of Lithuania, Estonia, and Latvia are the power model, the maternal model, and the science learning achievement pattern, respectively. It suggests one parent having high occupational status is to mold children’s high-skilled occupational expectations, and it would be better the mother is the higher occupational status parent. It highlights the importance of strengthening adult education, especially that aimed at families with both parents of low occupational status. It disapproves of a mother being a full-time housewife. It may impede her children from having ambitions for high-skilled jobs. Keywords: occupational expectation, PISA 2018 datasets, science learning achievement, two-level latent covariate model

Planning for College and Careers: How Families and Schools Shape the Alignment of Postsecondary Expectations

Students with aligned educational and occupational expectations have improved college and labor market outcomes. Despite extensive knowledge about the ways social background and school context contribute to educational expectations, less is known about the role of social intuitions in shaping expectational alignment. Drawing on data from the 2009 High School Longitudinal Study, I estimate the magnitude of socioeconomic inequality in alignment. I examine how differences in observed student characteristics contribute to, and whether school-based postsecondary planning initiatives mitigate, that inequality. Results from multinomial regression models show large socioeconomic differences in ninth-grade alignment, and I identify achievement, attitudes about college and careers, and relationships with significant others as contributors to those differences. Participation in postsecondary planning is associated with reduced uncertainty and increased alignment, but this relationship does not differ by social background, indicating that the examined college and career planning policies do little to address inequality in alignment.

Adaptation to the market? Status differences between target occupations in the application process and realized training occupation of German adolescents

ABSTRACT Adolescents’ occupational expectations are relevant for occupational status attainment. In strong vocational education and training (VET) systems, such as in Germany, school leavers face the challenge of forming occupational expectations that correspond to the competitive VET market. This study investigates students’ target occupations in the application process and its relation to their first training occupation. Do applicants for VET positions apply for occupations of different socioeconomic status over time? Does the status of the target occupations increasingly fit to the finally achieved training occupation? Are there differences by familial socioeconomic background? Analysis are based on longitudinal data on the application process collected from German students in lower secondary and intermediate secondary schools in one urban area. Overall, the status level of the target occupations at the beginning of the application process differs significantly according to school track, but additionally to school grades or family background. At the end of the application process, the application behaviour becomes diversified: applicants with poor school grades and of low status continue to apply for target occupations at a similar status level but at the same time apply for occupations of relative lower status. This lower level does not, however, translate into training occupations.

Occupational and Educational Expectations of Rural youth in Croatia

The present study is as an attempt to understand how socio-demographic characteristics (i.e., gender, family socioeconomic status) and school level supports (i.e., school climate, professional guidance at school) influence occupational and educational expectations among rural youth (i.e., aspirations for a meaningful career, future family values, and future employment goals). The findings showed a relationship among the demographic characteristics, school level supports, career aspirations and future family and employment expectations of rural youth. The results of regression analysis indicate that school climate does influence aspirations towards a meaningful career, future family orientation and future employment goals. In addition, aspirations towards a meaningful career are also influenced by gender and professional guidance at school.

Beyond STEM: The invisible career expectations of Asian American high school students.

The overrepresentation of Asian Americans in science, technology, engineering, and math (STEM) occupations can render invisible the early experiences of Asian Americans in other fields. In this study, we provide a national and longitudinal portrait of the occupational expectations of Asian Americans (n = 2,340) in high school and their postsecondary years. Multinomial logistic regression models confirm Asian Americans hold high occupational expectations in STEM fields overall. However, longitudinal results also reveal high occupational expectations in arts and sports in Grade 9 that decrease and occupational expectations in business and management that begin low but increase after high school. These longitudinal trends are similar for other students but reveal career trajectories of Asian Americans that receive less attention among researchers. Results show little evidence of misalignment between Asian American occupational expectations and academic subject interests in high school. Gaps in occupational expectations between students categorized as English Learner (EL) and those who are not (non-EL) are also mostly attenuated when accounting for individual and parent backgrounds. The study has implications for supporting Asian American youth interested in non-STEM fields, complicating a characterization of Asian Americans as model minorities uniformly predisposed for STEM fields, and improving Asian American career visibility beyond STEM. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Immigrant optimism or immigrant pragmatism? Linguistic capital, orientation towards science and occupational expectations of adolescent immigrants

BackgroundStudies demonstrate that occupational optimism can boost adolescents’ academic attainment and perseverance in education. To contribute to this literature, we consider two hypotheses. The first posits that bilingual immigrants are remarkably resourceful and determined. Thus, they are more occupationally ambitious than their peers. The second proposes that immigrant students engage in “strategic adaptation” by specializing in science, viewed as a level playing field.MethodsTo assess these hypotheses at two points of time, we analyze data from 19 societies that participated in the Programme for International Student Assessment (PISA) in 2006 and 2015. Our primary method is path analysis with balanced replicate weights (BRR) undertaken separately for each country’s data.ResultsWe find that, in many countries, bilingual immigrants expect to enter higher status occupations than non-immigrants. However, immigrants who do not speak another language are also optimistic, so linguistic resources cannot explain occupational ambition. Furthermore, immigrants accord science more instrumental value and enjoy it more at school, which accounts, across societies, for up to 12% of the variation in vocational optimism indicated by the expected occupational status, and up to 41% in plans to pursue a career in science professions.ConclusionOur results align with the “strategic adaptation” argument that many young immigrants might seek to specialize in science as a pragmatic tactic to ensure high occupational attainment.

Bilingual education and beyond: how school settings shape the Chinese Yi minority’s socio-cultural attachments

ABSTRACT Bilingual education policy in Liangshan, China, has been implemented since the end of the 1970s using two bilingual school models. This study examines how mainstream and bilingual education are correlated with the Yi population’s social attachment to the larger social system, and their cultural attachment to ethnocultural maintenance. The student-reported survey data collected from ten junior high schools in Liangshan were analysed using a multinomial logistic regression model that produced three findings. Firstly, family socioeconomic status is determinant in the Yi minority’s school setting choices. Secondly, school settings are significantly associated with Yi students’ educational achievements and occupational expectations. Lastly, Yi minority’s cultural attachments to their mother tongue has become significantly reduced among those attending Chinese-only schools, yet no significant discrepancy has been noted among students attending schools with two models of bilingual education.

Gendered career expectations in context: the relevance of normative and comparative reference groups

Although women are increasingly entering male-dominated careers, they remain strongly underrepresented in science, technology, engineering and mathematics (STEM) occupations. While previous explanations emphasize the importance of individual preferences or family socialization, less is known about how the school context contributes to these differences. This study aimed to examine the role of the classroom context as a frame of reference for students’ career expectations, focusing on comparative and normative reference group effects. Building on gender socialization theory and rational choice models, I investigate whether these contextual effects affect students’ occupational expectations in a gender-specific way. Drawing on a large representative sample of secondary school students in Germany, I find that the gender gap in students’ occupational expectations is larger in classrooms characterized by a high mathematical confidence and high aspirations toward STEM. In classrooms with a pronounced STEM-related classroom climate, female students less frequently expect to work in a STEM career, while for male students the same classroom climate is associated with higher expectations toward STEM. More generally, this study demonstrates that research on the explanation of gender differences in career expectations profits from incorporating social context effects within schools and classrooms.