the measurement of holland types in a 10‐year longitudinal study of a sample of students

The author examined the incidence and stability of Holland types in a longitudinal study of a sample of students. Of the 208 students who began the study, 65 provided occupational aspirations at all 6 interview points. Social, Investigative, and Enterprising were the top Holland codes in 2nd and 12th grades. Eighteen percent of the students had the same primary code 5 or 6 times during the time span. More than 60% of the sample had at least 1 set of opposite Holland types over the 6 measurement times.     

Vocational aspirations of Chinese high school students and their parents' expectations

This study examined the vocational aspirations and parental vocational expectations of high school students and their parents (1067 parent–child dyads). Participants completed a demographic questionnaire and an Occupations List. The Occupations List consisted of 126 occupational titles evenly distributed across the six Holland types. Parents were asked to check the occupations that they expected their children to pursue and students were asked to select occupations to which they aspired. The expectations of parents were compared to the aspirations of children according to the occupational field, prestige, and sextype of occupations. The expectation–aspiration gap was relatively small for occupational field, but the gap was larger for occupational prestige and sextype. There were also gender differences for both expectations (parents' expectation toward sons and daughters) and aspirations (aspirations of male and female students). Types of high school (key or regular high schools) and parental educational background also related to expectations and aspirations. Theoretical, research, and practice implications are discussed.     

Predictive value and psychological meaning of vocational aspirations

The psychological meaning and predictive value of a person's vocational aspirations were examined by applying Holland's typology to the vocational aspirations of high school juniors (N = 1005), college juniors (N = 692), employed adults (N = 140), and a second sample of college students studied over a one-year interval (N = 624). The aspirational data were obtained from the Daydreams section of the Self-Directed Search (Holland, 1972). Categorical and correlational analyses show that a person's retrospective vocational aspirations have coherence and yield efficient predictions of subsequently expressed choice. In addition, the degree of coherence or similarity among a person's vocational aspirations provides a potentially useful index of a person's decision-making ability.     

A Qualitative Study of the Career Aspirations of Resettled Young Sudanese and Somali Refugees

The study documents and explicates the academic experiences, visions, hopes and desires which shape the vocational aspirations of young Sudanese and a Somali refugee who have resettled in Australia. Semi-structured interviews were conducted to examine the experiences of a sample of 14 young resettled refugees in Brisbane, Australia. Adopting a qualitative methodology, the interviews covered the aspirations of the participants across three time periods: life in the country of origin, transit and resettlement. Participants expressed high ambitions despite their experiences of school disruption pre resettlement and language difficulties post resettlement. The situation in the country of origin emerged as influential upon their aspirations in both pre and resettlement life. English language difficulties emerged as the most common consideration influencing aspirations following resettlement. A number of considerations were found that influenced their vocational aspirations before and after resettlement. Such considerations may enlighten service providers working with resettled young African refugees.     

Career Aspirations of Pregnant Teens

This study examined the career aspirations of pregnant teens enrolled in a program designed to minimize their chances of dropping out of high school. The teens completed a demographic data form that included questions on their career aspirations. The data were coded by Holland type using the Dictionary of Holland Occupational Codes. Trends were discussed in light of the future labor market and critical need for career counseling for this at-risk population.     

大学生第二外语词汇学习中的测试效应

本研究采用学习-测试研究范式,以"Swahili-汉语"配对词为实验材料,考察不同实验条件测试对大学生第二外语词汇习得的促进作用。研究发现:(1)不同实验条件的累积回忆正确率相同;(2)测试效应显著,且对长时保持具有促进作用;(3)被试对不同实验条件的学习效果的预期与事实不相符。这些结果表明,自我测试既有助于学生高效习得第二外语词汇,又有助于教师改善课堂教学。     

Teachers Who Create,Artists Who Teach

Art education students who become art teachers are, for the most part, educated first as artists and second as art educators. Given this dual education, there is some evidence to suggest that they may experience contradictions in their career development that seriously impact the construction of their professional role and identity as artists and art teachers. This case study, based on in‐depth interviews, reveals the ways in which a select group of art education students and K‐12 public school art teachers make meaning of their professional aspirations and career identity. This paper focuses on the part of the study that examines to what extent art teachers believe that they must engage in creative production in order to teach others to do so.     

Vocational identity and career choice congruence of gifted and talented high school students

This study examined the career development of gifted high school juniorss in terms of vocational identity and congruence. The My Vo;cational Situation (MVS)was used to measure the career development of gifted high school ljuniors. Gender differences in vocational identity were found. Students who hasd tentative career and college major choices were found to have a higher level of vocational identity than those who did not have tentative choices. Measures of career choice congruence and college major choice congruence were obtained by examining the agreement between the Holland interest code and the tentative career and college major choices of participants. Gender differences were found o;n college major choice congruence, but not on career choice congruence. Vocational identity was related to college major choice congruence, but not to career choice congruence. Implications for counselling gifted students and research were discussed.     

Motivations and attitudes affecting high school students' choice of foreign language

There are some foreign languages that enjoy great status in the United States, while other foreign languages are rarely represented at the high school level. The present study explored the following questions: Why do students choose to take a particular foreign language? Do students gravitate toward it because it is widely thought to be the easiest language to learn or because they perceive greater career opportunities with proficiency in this particular language, or is it simply because there are more classes offered? As long as foreign language study is elective in high schools and as long as a variety of languages are offered, the answers to these questions will remain important for foreign language educators, especially in schools where the various language programs compete with one another for student enrollments and the programs' ultimate survival.     

Toward an occupational classification for self-employed men: An investigation of entrepreneurship from the perspective of Holland's theory of career development

This study addressed entrepreneurship from the perspective of Holland's theory of career development. Sixty-four male entrepreneurs were interviewed and administered Holland's Vocational Preference Inventory. The respondents were classified as either Craft Entrepreneurs or Opportunistic Entrepreneurs, and the characteristics of the two groups were compared. The results of this study indicated that the Craft Entrepreneurs can be described as having a Holland occupational code of ERA, and the Opportunistic Entrepreneurs can be described as having a Holland occupational code of EAI. It is recommended that additional research should investigate self-employment as a distinct career option.     

Vocational Personality Types in College Engineering Students in Relation to Academic Achievement

This study explored whether and to what extent vocational personality types based on Holland (1994) correlate with and explain unique variance of academic success among 117 undergraduate civil engineering students by using the Self-Directed Search–Form R, 4th Edition. Findings indicated that the majority of participants’ 1st-letter code was Realistic (39.3%), 2nd-letter code was Investigative (24.8%), and 3rd-letter code was Social (21.4%), compared with Holland's 3-letter codes for civil engineering (Investigative, Realistic, Enterprising). The study also calculated the degree of congruence between personality type and occupational environment. For career counselors, the findings underscore the importance of using congruence scores to predict engineering students’ academic performance.     

Reinforcers and vocational maturity in occupational aspiration,expectation, and goal deflection

When vocational aspirations and expectations are not the same, this difference is termed occupational goal deflection. The present study was designed to investigate the notion that such aspirations, expectations, and goal deflection are related to an individual's vocational maturity, education, and job reinforcers. The subjects were 149 vocational rehabilitation clients and 51 graduate students. Analyses of variance yielded findings that more vocationally mature individuals tend to display greater vocational aspiration, greater vocational expectation, and less goal deflection. Similarily, subjects who value such job characteristics as “getting a feeling of accomplishment, fair company policies, trying out their own ideas, doing work without feeling it is morally wrong, making their own decisions, (and) planning work with little supervision” tend to have higher aspirations and expectations, but lower goal deflection.     

Holland's theory: Stability of avocational interests

The generality and stability of Holland's vocational choice model was tested by examining preference for avocational (leisure) activity. Based on their responses to the Strong Vocational Interest Blank, college students were placed into one of the six Holland groups. They also indicated preferred leisure activities on questionnaires that were administered at a 9-year interval. Six hypotheses were developed relating Holland groups to particular types of avocational behavior. For example, it was predicted that the Artistic group would be more active in cultural affairs and that the Enterprising group would prefer reading political and economic magazines. The initial test of these hypotheses during late adolescence confirmed five of the six predictions. A follow-up 9 years later confirmed all six hypotheses. These results provide some support for the notion that individuals self-select a variety of situations. Also, the relationships between Holland scales and leisure activity and possible implications for the vocational choice model are discussed.     

“We Need to Make Action NOW,to Help Keep the Language Alive”: Navigating Tensions of Engaging Indigenous Educational Values in University Education

Despite centuries of contact and conquest, Indigenous communities persist in maintaining their cultures and psychologies. Key to this success in cultural survival is the maintenance of Indigenous languages, which contain distinct worldviews. However, Indigenous languages are at risk, with fewer and fewer fluent Elder speakers. Fortunately, there remain committed groups of community educators who carry out Indigenous language education. Current mainstream teacher education programs do not typically introduce the importance of Indigenous language education to teacher candidates, who are the next generation of K‐12 teachers. We view this as highly problematic, and thus carried out a proof‐of‐concept project in which one U.S. university's American Indian/Alaska Native teacher candidates collaborated with, and learned from, Indigenous language educators during a two‐week‐long summer institute at the university. In our article, we share three main findings, based on qualitative analyses of daily‐written student journals collected during the two‐week pilot project: (a) Indigenous language education supports the social justice vision in the American Psychological Association's Multicultural Guidelines; (b) intergenerational educational opportunities are invaluable for affirming Indigenous psychologies; and (c) Indigenous community language educators do important survivance work. Our findings provide insight into how Indigenous language education is crucial for advancing education that honors Indigenous community psychological well‐being.     

Extending Holland's theory to the later years

Sixty-five men and women, aged 50 to 88 years, completed Holland's Vocational Preference Inventory (VPI) and a work history questionnaire. Each participant was assigned one-letter Holland personality type codes for his or her first full-time job, longest full-time job, last job (if retired) or present job (if employed), and hobbies. In general, VPI scale scores and high point codes were consistent with the occupational codes but less consistent with the hobby code. The usefulness of Holland's vocational theory to the aged population is discussed.     

The longitudinal effects of early identification and counseling of underachievers

This study examined the effects of early identification and psychological services on underachievement through a follow-up study conducted six years later. One hundred and seventeen fourth-grade underachievers had been identified through a regression equation and were divided into experimental and control groups. The experimental group received psychological services during their fourth, fifth, and sixth grades from a team of university professors. Psychological services were primarily adult centered, focusing on the redirection of parents and teachers who were the primary influence on the lives of these underachievers. Follow-up studies of them at high school graduation indicated that differences between these groups reached at least the .05 level of significance for class rank, the ACT composite, the ITED composite and its subtests, and level of educational and vocational performance after high school graduation. Differences which were not statistically significant were found for pregraduation aspirations for the immediate future.     

The Process of Occupational Decision Making: Patterns during the Transition to Adulthood

In this paper, we consider how recent social changes in the United States may be affecting vocational decision making. While adolescents often maintain high educational and occupational aspirations, the transition from school is characterized by few institutional supports, the prolongation of education, and a multitude of options with respect to the combination of school, work, and family. In such a context, what themes characterize decision making about schooling and occupational careers? We draw on qualitative interviews collected as part of the Youth Development Study (n=1000), a longitudinal study of work through adolescence and early adulthood. Multiple themes were identified including unfulfilled expectations, the postponement of decisions, turning points that crystallized decisions, and resources and obstacles including, among others, family, work, school counseling, and teachers. These themes characterize contemporary occupational decision making and thus would be appropriate focal points for future research. They also suggest that social policies may need to be modified to facilitate the young people's quest for vocational identity and work.     

The Holland Code of Members of the National Organization for Human Services: A Preliminary Study of Human Services Professionals

This study determined the Holland code of members of the National Organization for Human Services. The authors used the O*NET Interest Profiler–Short Form to find that a sample of 355 human services professionals had a Holland code of Social Artistic, with Investigative, Enterprising, and Conventional codes significantly lower than Artisitc. Demographic differences were not found based on gender, whether participants identified human services as their primary field, or whether they had formal education in human services. Slight differences based on age were noted. Results will be used to advocate for inclusion of “human services professional” in the Standard Occupational Classification system.     

An Examination of Outside Work Experience of Public School Personnel

This study is one segment of a research project initiated by the Bureau of General Research, Kansas State University, Manhattan, to examine work attitudes and work experience of school personnel and their implications for career education. This article deals with the work-experience portion of that project. Data were obtained through the use of Work Attitude Inventory of Teachers (WAIT), a survey instrument that included a work-experience questionnaire. The instrument was administered independently to school administrators, vocational educators, secondary teachers other than vocational, elementary school teachers, and guidance and counseling personnel. Respondents recorded work experience outside teaching as well as teaching experience. The responses were categorized according to length of employment (full, part time, summer) and according to the U.S. Office of Education's 15 career clusters. The combined sample of 831 respondents to the work-experience element showed an average of 14.5 years of teaching experience and one out of five persons with no work experience outside education. Most work experience recorded was of a temporary nature and usually in a low-level or menial category.     

'She Herself was the Ultimate Rule': Arabic biographies of missionary teachers and their pupils

Arabic biographies of missionary teachers and their pupils found in magazines published in Cairo and Beirut voice an indigenous perspective on missionary activity by educated women and men. The feelings of the missionaries' target population reveal a tension between local histories and foreign incursions as well as between female domesticity and professional aspirations. This larger imperial discourse informed worldwide missionary agendas for women at the turn of the twentieth century; however, the individual biographies cited within the paper demonstrate the personal interaction and effects on both foreign missionary and local women within their specific context through insightful Arab sources.