Career Development in Highly Sex-typed Postsecondary Vocational Technical Education Programs: A Social Cognitive Analysis

IF 2.8 2区心理学 Q2 PSYCHOLOGY, APPLIED

Journal of Career Assessment Pub Date : 2022-02-24 DOI:10.1177/10690727221074871

María-Paola Sevilla, Virginia Snodgrass Rangel

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引用次数: 2

Abstract

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.

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高性别类型中等职业技术教育项目职业发展的社会认知分析

运用社会认知职业理论（SCCT），我们考察了智利性别类型的中等后职业技术教育（VTE）项目中学生的职业发展。我们评估了学生的社会经济背景、性别、性别非典型群体的成员资格，以及这些属性在SCCT测量和模型预测关系中的交叉点的调节作用。结果表明，性别非典型职业的学生，尤其是低收入学生，对支持和障碍的感知不同，支持和障碍对自我效能感和结果信念的影响也不同。我们还发现，在这些职业道路上，女生和男生之间存在差异，这表明前者面临着更多的挑战。然而，我们也发现，他们的职业发展过程也有类似的展开，这表明旨在支持这些群体的策略对女生和男生可能同样有帮助。我们根据先前的文献讨论了这些发现，并为职业教育机构提供了实际启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Career Assessment PSYCHOLOGY, APPLIED-

CiteScore

6.10

自引率

15.60%

发文量

期刊介绍： The Journal of Career Assessment publishes methodologically sound, empirically based studies focusing on the process and techniques by which counselors and others gain understanding of the individual faced with the necessity of making informed career decisions. The term career assessment, as used in this journal, covers the various techniques, tests, inventories, rating scales, interview schedules, surveys, and direct observational methods used in scientifically based practice and research to provide an improved understanding of career decision-making. The focus is not just testing, but all those means developed and used to assess and evaluate individuals and environments in the field of career counseling and development.