Who influenced this belief The Career Beliefs of InnerCity Adolescents Article by Sherri L Turner and Julia L Conkel Ziebell Presented by Kaci Arnett and Liz DeBord Previous Research ID: 800322
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Slide1
Class participation!
What is one belief that has helped make you successful?
Who influenced this belief?
Slide2The Career Beliefs of
Inner-City Adolescents
Article by:
Sherri L.
Turner and Julia
L.
Conkel
Ziebell
Presented by:
Kaci Arnett and Liz
DeBord
Slide3Previous 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.
Slide4Krumboltz’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
.
Slide5Purpose 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.
Slide6Study
Participants 97
adolescents (7
th
and 8
th
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.
Slide7Method
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.
Slide8Responses
Slide9Responses (cont)
Slide10Results
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.
Slide11Conclusions
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.
Slide12Limitations
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.
Slide13Discussion
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?
Slide14Discussion
“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?