Occupational Expectations Research Articles

Not “With Her”: How Gendered Political Slogans Affect Conservative Women’s Perceptions of Female Leaders

Past research has indicated that women who work in male-dominated fields, such as politics, face discrimination due to a stereotypically perceived poor fit between their gender and occupational expectations. Even when their potential for success is undeniable, these women are typically derogated and viewed as unlikeable for violating prescriptive gender norms. We examined whether conservative U.S. women would respond in this unfavorable manner toward Democratic nominee Hillary Clinton during the 2016 U.S. Presidential Election. Female undergraduates (n = 140) were randomly assigned to watch a set of three campaign ads that included either no slogan, a gender-neutral slogan (“Stronger Together”), or a gendered slogan (“I’m with Her”). Afterwards, they rated Clinton on dimensions related to interpersonal hostility, competency, and overall support. Given its adherence to traditional values and gender roles, we hypothesized that political conservatism would be predictive of critical responses to Clinton, especially when the campaign slogan made her gender-norm violation salient. Results revealed that conservative ideology was more strongly associated with increased ratings of perceived hostility and less support for Clinton within the “I’m with Her” condition than with the comparison groups. These findings point to the social maintenance of political inequality and suggest that female leaders may need to use gender-neutral platforms to diminish the negative effects of their perceived norm violation, at least among conservative voters.

Career Cognitions among U.S. Adolescents in Military and Non-Military Families

The vocation an individual engages in as an adult has several important implications for both the individual and their family and multiple factors influence their career decisions. Gender has been shown to have a significant relationship with career cognitions from childhood into adulthood. When gender is seen as a career barrier, individuals may choose a career path that suits their gender, rather than their talents. Until 2013, the U.S. military expressly prohibited women from serving in a significant percentage of key positions; this institutional sexism may make gender a more salient factor in the career cognitions of individuals developing within a military context. The actual impact of military context on career cognitions, however, has not been investigated. This ex post facto study explores the association between developmental context (military or non-military) and future-oriented career cognitions (occupational aspirations and occupational expectations) among a sample of high school students. Girls from military families were found to have higher career aspirations but their career expectations did not differ from their civilian counterparts. No differences were found among the boys. Findings of this study have practical implications for career guidance given to high school students from military families.

The Occupational Expectations of Undergraduate Students in the Conservatory Piano Majors

An expectation is the belief that a certain action will lead to a given outcome. It is noteworthy to reveal individuals’ expectations from their future occupations. The quality and success of education are undoubtedly related to meeting their occupational expectations in the future. In this regard, it is of critical importance to investigate the occupational expectations of undergraduate students in the conservatory piano majors. Therefore, this study aims to reveal the occupational expectations of these students. Semi-structured interviews were conducted with seven students in the study. Based on the results, some suggestions were made for eliminating the elements negatively affecting the occupational expectations of undergraduate students in the conservatory piano majors at least in the education process.

VI: ACADEMIC FUNCTIONING.

In this chapter, we first report changes in academic achievement, followed by the results for educational and occupational expectations and aspirations. We then present the results for several different indicators of academic motivational beliefs and perceptions of the school environment, ending with a summary of the findings

The Impact of Constructive Thinking on Emotional Labour and Job Satisfaction among High School Teachers

National Policy on Education (1986) mentions that the status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The government and the community should endeavor to create conditions that will help motivate and inspire teachers on constructive and creative lines. In light of this the present study is done to see if there is any impact of constructive thinking on the emotional labour and job satisfaction of high school teachers. Constructive thinking refers to the ability to relate to others in an effective way (emotional intelligence), solve interpersonal problems in a proper way (social intelligence) and the ability to effectively solve problems that arise in everyday life (practical intelligence) with minimum amount of stress (Epstein1990). Emotional labour, is the display or constraint of emotional expression as part of the work role to meet organizational, social or occupational expectations, it is an integral aspect of working life for many employees (Mann, 1997) and Job Satisfaction Is a pleasurable or positive emotional state resulting from the appraisal of one‟s job or job experiences (Jex 2002). The study was conducted on 100(50 men & 50 women) high school teachers from the schools in the city of Hyderabad. These teachers had work experience of 10-15 years and were in the age group 35-45 yrs. The findings of the study suggest that there is a negative effect of global constructive thinking on emotional labour indicating that if constructive thinking is high emotional labour will be less among teachers. Positive relation is found between constructive thinking and job satisfaction and no significant relation is found between emotional labour and job satisfaction. On the dimensions of constructive thinking it is found that women are higher on behavioural coping which means women indulge more in action oriented thinking, which deals with thinking in a way that promotes effective action. Whereas men are found high on categorical thinking compared to women. This indicates that they view issues in black-and-white terms, without acknowledging shades of gray something like rigid thinking. On dimensions of emotional labour women are found high on deep acting which indicates that they alter the emotions within themselves rather than faking it. Women are also found high on display on emotions which suggests that they are better in expressing their emotion in comparison with men. As the finding of the study suggest the constructive thinking has a negative impact on emotional labour and positive impact on job satisfaction, it can be said by enhancing constructive thinking by training can help to reduce emotional labour and improve job satisfaction among teachers.

What motivates high-school students to pursue STEM careers? The influence of public attitudes towards science and technology in comparative perspective

This study examines the degree of association between students’ STEM occupational expectations and between-country differences in public attitudes toward science and technology (S&T). This study focuses on public attitudes among two different populations: students and adults. Three-level Hierarchical Generalised Linear Models are employed to analyse large-scale international data from the Programme for International Student Assessment (PISA). Results reveal that public attitudes toward S&T are positively associated with students’ expectations around pursuing STEM careers. Further analyses reveal that the positive association between public attitudes toward S&T and STEM career expectations remains consistent across gender, but that this association varies across performance levels. The positive association between public attitudes toward S&T and STEM career expectations is stronger for low achievers in science than for high achievers. These results advance the scholarly understanding of the ways in which social factors may be associated with students’ choices in pursuing STEM occupations.

Youth, family and education: exploring the Greek case of parentocracy

Based on a qualitative study conducted in austerity-stricken Greece, the paper provides a micro-level exploration of the mechanics of intergenerational transmission of (dis)advantage. Utilising the Bourdieusian toolbox, the paper enquires into familial practices through the lens of young people’s perceptions, focusing on the mobilisation of capitals, the inculcation and transformation of habitus taking place in the Greek educational field. In-depth interview material unpacks the pedagogic efforts young people and their families make, indicating that these are contingent on the varied volume and composition of capitals and the distinct distances from necessity that in turn constrain or afford the exercise of agency and the investments in the academic market. Further, the analysis sheds light on young people’s accounts of educational and occupational expectations illustrating how these are tightly interweaved with familial legacies and parental wishes, and underpinned by the projects of distinction, mobility and respectability through education.

Co-Development of Education Aspirations and Postsecondary Enrollment Especially Among Students Who Are Low Income and Minority

Most adolescents, regardless of their occupational aspirations, are educationally ambitious. However, these high education ambitions are often unaligned with their occupational ones. This misalignment between students’ educational expectations and their desired careers can be personally and institutionally costly. In contrast to earlier studies of educational attainment and occupational status, which relied independently on educational expectations and occupational aspirations, this study views alignment as related and co-developing. Results show that educational expectations and occupational aspirations co-develop during high school. Misalignment between educational and occupational expectations is a significant determinant of eventual educational attainment and has implications for future labor market outcomes.

National education systems and gender gaps in STEM occupational expectations

This study examines associations between features of national education systems and the gender gap in STEM-related occupational expectations across 49 countries. Using data from the Program for International Student Assessment (PISA), the study finds no association between uniformity of curricula at the national level (standardization) and the gender gap in STEM occupational expectations; in contrast, the availability of more school types at the secondary level (stratification) is associated with a larger gender gap in STEM occupational expectations. In addition, this positive association between stratified systems and the gender gap in STEM occupational expectations is stronger for top-performers than for low-performers.

Alignment of Educational and Occupational Expectations Influences on Young Adult Educational Attainment, Income, and Underemployment*

ObjectiveEducational and occupational ambitions are on the rise for adolescents in the United States and there is a national push for more postsecondary education. However, most young adults do not hold bachelor's degrees and many jobs do not require them. The objectives of this study were to focus on the need for aligned expectations and the longitudinal effect on educational attainment, personal income, and underemployment.MethodsThe methods used the National Education Longitudinal Study of 1988 (NELS:88) to examine how aligned expectations in 12th grade predict educational attainment, income, and underemployment at age 26.ResultsResults suggest aligned expectations in adolescence are predictive of educational attainment. Contrary to authors’ hypotheses, aligned expectations do not influence personal income or underemployment. Gender analyses revealed differences in the importance of aligned expectations.ConclusionIn conclusion, the alignment process during high school will be important for future research focused on postsecondary educational goals.

Opinions and Occupational Expectations of Vocational Academy of Health Related Professions’ Students: A Survey Study

Ahmet Sen1, Basar Erdivanli1, Urfettin Huseyinoglu2, Ersin Koksal3, Muhammet Bilal Cegin4, Emin Silay5, Yakup Tomak6 1Recep Tayyip Erdogan Universitesi Tip Fakultesi, Anesteziyoloji ve Reanimasyon Anabilim Dali, Rize; 2Kafkas Universitesi Tip Fakultesi, Anesteziyoloji ve Reanimasyon Anabilim Dali, Kars; 3On Dokuz Mayis Universitesi Tip Fakultesi, Anesteziyoloji ve Reanimasyon Anabilim Dali, Samsun; 4Van Yuzuncu Yil Universitesi Tip Fakultesi, Anesteziyoloji ve Reanimasyon Anabilim Dali, Van; 5Kayseri Egitim ve Arastirma Hastanesi, Anesteziyoloji ve Reanimasyon Klinigi, Kayseri; 6Sakarya Universitesi Tip Fakultesi, Anesteziyoloji ve Reanimasyon Anabilim Dali, Sakarya

The Role of Cultural Contexts in Explaining Cross-National Gender Gaps in STEM Expectations

In recent decades, women have made impressive inroads in education and the labour market in most countries; yet, they often remain under-represented in science, technology, engineering, and math (STEM) professions. One way to understand women’s under-representation in STEM is to examine how boys and girls develop their career expectations during adolescence, as this is a critical time when individuals begin to plan their futures. Prior cross-national research finds that gender stratification in education, work, and politics in a country affects the size of male-favourable gender gaps on math and science achievement tests for adolescents. Countries with more gender equality have smaller gender gaps in math and science. But, it is unknown how gender stratification or cultural ideologies impact the development of boys’ and girls’ STEM career expectations. Do countries with less gender equality have smaller male-favourable gender gaps in STEM career expectations? Do countries with less gender egalitarian have larger male-favourable gender gaps in STEM career expectations? Using data on student’s occupational expectations from the 2006 Program for International Student Assessment and data on country-level gender stratification and genderegalitarian ideologies from the World Bank and European Values Survey, I study the gender gap in 15-yearolds’ expectations to enter a STEM career across 24 countries. Women’s under-representation in science, technology, engineering, and math (STEM) fields is a continuing concern for scholars, educators, and policymakers, who repeatedly ask, why do so few women enter STEM (Rossi, 1965; Hill, Corbett and St. Rose, 2010)? Women have made impressive gains in education in recent decades. Girls and boys are near parity in math performance (Hyde et al., 2008); girls take as rigorous math and science courses in high school as boys while earning better grades (Buchmann et al., 2008), and more women complete college than men throughout much of the world (UNESCO, 2012a). Despite women’s tremendous success in education, sex segregation in fields of study and occupations persists (Charles and Grusky, 2004; Charles and Bradley, 2009). Across countries, women remain under-represented in STEM fields of study (Hanson, Schaub and Baker, 1996; van Langen and Dekkers, 2005). This is a pressing concern because increasing women’s participation in STEM matters for reaching gender equality in societies more broadly, but also has implications for countries hoping to retain a qualified STEM labour force, which is thought to be crucial for VC The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com European Sociological Review, 2016, Vol. 32, No. 1, 122–133 doi: 10.1093/esr/jcv078 Advance Access Publication Date: 13 August 2015

How gendered is ambition? Educational and occupational plans of Indigenous youth in Australia

While educational and occupational expectations of Australian youth are known to differ by gender, its intersectionality with Indigenous status, which shapes these expectations, has received little attention. This analysis of the nationally representative Programme for International Student Assessment data, collected in 2006 and 2009 in Australia, finds similarities in school-related factors that boost ambition of Indigenous and non-Indigenous boys and girls. In contrast, maternal and paternal role models influence Indigenous and non-Indigenous students differently. Compared to boys, girls plan to enter occupations which require higher educational qualifications. Despite that, adolescent girls face lower expected lifetime incomes.

Career-related parental support of adolescents with hearing loss: relationships with parents' expectations and occupational status.

The study examined the contribution of parents' occupational status and expectations regarding persons with hearing loss to career-related support they provide their deaf and hard of hearing (dhh) adolescent children. Thirty-eight parents completed the Evaluation of Occupational Competence Scale (Weisel & Cinamon, 2005), the Evaluation of Family Competence Scale (Caprara, Regalia, Scabini, Barbaranelli, & Bandura, 2004), the Career-Related Parent Support Scale (Turner, Alliman-Brissett, Lapan, Udipi, & Ergun, 2003), and a background questionnaire. Parents' occupational expectations were positively correlated with their family expectations regarding deaf persons. Parents' occupational status contributed to expectations of success for deaf persons in prestigious occupations with high communication demands. Different types of expectations contributed to career-related parental support. Implications for theory and practice are discussed.

Resilience and Readjustment of Indian Migrant Students

One extra ordinary situation, where human beings face cultural, economic, social as well as psychological changes, is the movement of students away from home for education. When students migrate from their native places in pursuit of higher education, it is considered to be a given that they will face adjustment issues. They have to adjust to a different educational set up, an alien local culture and a changed personal situation where they have to manage independently. This situation brings with itself possible stress and challenges to personal resources. They may experience 'culture shock1 (Fabrizio & Neill, 2005) as a result of experiencing a combination of home sickness, negative acts and interpersonal conflicts. Migrant students go through a process of adjustment to these new circumstances, termed as 'readjustment1 in the present research.Many studies have been conducted to examine how various factors like diet, exercise and sleep differentially affect resilience (Hawkley et al., 2005) or how risk or protective factors are a result of learning from and interpretation of varied experiences (Curtis & Cicchetti, 2003). Though some aspects of readjustment have been studied in relationship with resilience as mentioned here, the relationship between resilience and readjustment has not been directly studied before.The present study fulfills this gap as it explores the relationship between resilience and the readjustment of migrant students more directly.Resilience is the ability to bounce back to normalcy and even thrive in the face of serious life challenges; relocation or migration being one of them. It involves external adaptation so as to fulfil the social, educational and occupational expectations of society as well as internal adaptation so as to experience psychological well-being (Snyder & Lopez, 2008). Masten et al. (2009) define Resilience as A class of phenomena characterized by good outcome in spite of serious threats to adaptation or (as cited in Snyder and Lopez, 2008, pp.94). Resilience involves two aspects- one, that the individual is doing well or is at least giving normal outputs by any standard and two, that there is a threat to adjustment or development in the current situation or hadbeen in the past.Readjustment is the act of adjusting again to changed circumstances (American Heritage Dictionary of the English Languages, 2009). In the context of the present research, it refers to the changes that migrants have to make in themselves in order to adjust to the new surroundings. These changes are global and occur in all important domains of life like physical, environmental, emotional, behavioral, cognitive, social, financial and general psychological well being.Objectives of the study* To measure the Resilience and Readjustment of Migrant Students,* To study the relation between Resilience and Readjustment among Migrant Students.Hypothesis of the study* Resilience will be negatively correlated with readjustment of Indian migrant students.MethodParticipantsAn incidental sample of 156 Indian migrant students studying in traditional, non-professional courses at various colleges in Pune city was selected for the present study. The age ranged from 18 to 22 years (mean age = 20.3 years, SD= 17.8). The participants hadbeen staying away from home for a period of 1 year to 13 years (mean duration = 2.8 years, SD=27). The sample consisted of 59 males and 97 females.Criteria of Inclusion* Age group of 18 22 years* Students pursuing under graduate conventional, non-professional courses in Arts, Science and Commerce faculties, staying in Pune for at least 1 yearCriterion of Exclusion* Migrant students relocating within Maharashtra as well as foreign nationals* Students studying in professional collegesInstrumentsThe present research made use of following psychology tests Resilience Scale (RS) by Wagnild and Young (2009): This scale was used to measure the resilience dimension. …

Curriculum standardization, stratification, and students’ STEM-related occupational expectations: Evidence from PISA 2006

This paper uses data from the Program for International Student Assessment (PISA) 2006 to examine the associations between characteristics of national education systems (the standardization of curriculum, the number of school types available to 15-year-old students, and early tracking) and students’ STEM occupational expectations. Results show that the associations between characteristics of national education systems and students’ STEM occupational expectations differ by gender as well as across STEM subfields and academic performance levels. Students’ computing and engineering occupational expectations are not associated with the characteristics of secondary education. The negative association between a standardized education system and students’ health service occupational expectations is stronger for students at the bottom of the performance distribution than students at the top.

Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments.

The present study revisited the unresolved issue of the long-term effects of part-time working intensity during high school on students’ achievement, participation in postsecondary education, time allocation, and work-related values and expectations. Using data from the Educational Longitudinal Study of 2002 (N = 14,654), the effects of part-time working in Year 12 on outcomes assessed at graduation from high school and 2 years later were studied with propensity score methods for categorical treatments. Three theoretical perspectives on the effects of part-time working intensity (subversion of academic goals, character building, threshold model) were contrasted. Substantively, there were negative linear effects of working intensity on achievement outcomes. Results for higher education participation partly supported a threshold model. Heterogeneous effects for self-reported time use and work-related values suggested that the negative effects on achievement outcomes were not due to a simple zero-sum game. Ironically, working with high intensity led students to value having a good job more strongly but might undermine their chances of achieving this goal. However, these effects were only recognized 2 years after high school graduation, when occupational expectations were negatively affected by working intensity in Year 12.

Occupational Self Efficacy Expectations among Indian Executives: Examining the Psychometric Properties of Occupational Self Efficacy Scale (OSES)

The purpose of the present study was to examine the psychometric properties of scores from occupational self efficacy scale (OSES) by Pethe et al. ( 1999 ). Data were obtained from Indian business executives, a population previously untested with OSES. Three interpretable factors were extracted as a result of exploratory factor analysis instead of six-factor structure proposed by the authors of the scale. Confirmatory factor analysis (CFA) results provided support for superiority of three-factor model over alternative models. All the three factors were found to be internally consistent. Results indicated that Pethe et al.’s scale, with minor modification, showed promise for self-efficacy research.

Educational and Occupational Ambitions among the Spanish ‘Second Generation’: The Case of Barcelona

Using the first wave of Longitudinal Study of the Second Generation (ILSEG in its Spanish acronym), this study examines the determinants of educational and occupational expectations among the children of immigrants in Barcelona in Catalonia, Spain. With over one-in-four births in Catalonia belonging to foreign-born mothers, the multi-ethnicisation of the youngest segments of the Catalan population has become a demographic reality. We present a series of hypotheses about the key determinants of educational and occupational expectations based on the predictions of segmented assimilation theory, which we test through a series of multivariate regression analyses. By and large, our findings confirm the main propositions of this theory. A particularly interesting finding is that, although previous research suggests that mastery of the Catalan language is crucial for achieving social mobility in Barcelona, our findings show that knowledge of Spanish appears to be a stronger predictor of educational and occupational expectations than knowledge of Catalan. Implications of our findings for the socio-economic adaptation of immigrant youth, particularly in light of the enduring economic recession that Spain is undergoing, are discussed.

Social Class and Expectations of Rural Adolescents: The Role of Parental Expectations

This study investigated mechanisms involved in the intergenerational transmission of social class, specifically addressing the prediction of career expectations. The results indicated that among rural high school students (N= 200) in Grades 10–12, there was no direct effect of socioeconomic status (SES; as measured by parent education and occupation) on career expectations. However, there was a direct effect of educational expectations on occupational expectations. Building on the importance of educational expectations in the prediction of occupational expectations, the results suggested that perceived parental expectations explain variance in educational expectations. Overall, it seems that the effect of SES on occupational expectations was mediated by educational expectations; therefore, individuals of lower SES who have increased educational expectations are more likely to have occupational expectations similar to those of their higher SES peers. Moreover, increased parental expectations were positively associated with educational expectations among individuals of various SES levels.