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Circumscription and Compromise Theory of Career Development Why are children’s aspirations so restricted? How can we

Circumscription and Compromise Theory of Career Development Why are children’s aspirations so restricted? How can we expand them?. Linda S. Gottfredson , PhD School of Education University of Delaware Newark, DE 19716 USA Presented at “PITSTOP between education and work”

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Circumscription and Compromise Theory of Career Development Why are children’s aspirations so restricted? How can we

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  1. Circumscription and Compromise Theory of Career Development Why are children’s aspirations so restricted? How can we expand them? Linda S. Gottfredson, PhD School of Education University of Delaware Newark, DE 19716 USA Presented at “PITSTOP between education and work” (“BOXENSTOPP ZwischenSchule und Arbeit”) A Mafaldasymposium on educational and vocational guidance (“FachsymposiumzurBildungsund Berufsorientierung”) KirchlichePädagogischeHochschule Graz Graz, Austria 15 November 2012

  2. 1000 newborns

  3. 1000 newborns, grown up Why do they reproduce the inequalities of the parent generation?

  4. How do these newborns: • Learn about the world • Learn about themselves • Decide “what they want to be when they grow up” Extraordinarily complex task in modern world!!

  5. World of work:What do they see, and when?? An exercise

  6. artist auto mechanic bank teller (Kassierer) bell captain (Chefportier) engineer secondary teacher miner nurse psychologist real estate agent receptionist short order cook (Schnellkoch) social worker surgeon In what space do you think most adults would classify these occupations by perceived social status gender type? Hi=1 1-Male 1-N 1-Female 2-M 2-N 2-F 3-M 3-N 3-F Lo=3 M F

  7. artist auto mechanic bank teller (Kassierer) bell captain (Chefportier) engineer secondary teacher miner nurse psychologist real estate agent receptionist short order cook (Schnellkoch) social worker surgeon 1-M n 1-N 1-F i e m f 2-M h a j 2-F c 2-N k b l d g 3-F 3-N 3-M

  8. My focus today

  9. Major points Occupational choice is: • Process of elimination • Selecting a social self (niche in social world) • Begins at birth • Mostly complete before adolescence Guidance can: • Reopen discarded options • Promote self-insight & self-agency

  10. Process of elimination Famous American artist

  11. Develop concept of adult roles Fantasy Reality

  12. Become aware of sex roles • Dichotomous (either-or) thinkers • Rule out job of “wrong” sextype

  13. Which jobs would primary school students select most often? Why? Concretely observable or familiar to them—and “correct” gender

  14. Become aware of social valuation of occupations • Able to think in 2 dimensions • Rule out jobs that are “too low”

  15. Become aware of what parents consider minimally acceptableIncreases with parent social status

  16. Hypothetical girlMiddle class family

  17. Become aware of occupational personalities—and their own, too • Requires much abstract thinking • Start to consider fields (Holland type) of work • Restrict search to their “social space”

  18. Hypothetical boyLower or working class family

  19. Is it all socialization?

  20. No, we each have our own unique internal compass “Active gene-environment correlation” People select and modify their environments But how do we respect it if we cannot know it?? Children resist redesign

  21. How do ability differences affect career development? • Timing of stages • Occupations for which they are most competitive • Complexity of information they can best handle Wide variation Gradual How do we respect differences in ability—to expand and not limit opportunities? John B Carroll

  22. Sex differences • Why? • How large? • Changing?

  23. things people

  24. Doctorates Earned in US, 2009 things people

  25. Source of sex differences in career interests? 2 Competing Hypotheses H1H2 Genetic tilt 50% 0% Socialization & bias 50% 100% Inner compass Modeling clay Which best fits the evidence?

  26. Evidence for some genetic tilt:Abilities, Interests, Temperament • Average differences • Chromosomes • Hormone balance • Brain bilaterality • Abilities • Interests • Interest at 1 day old • Values • Personality traits • Response to frustrating task (infant) • Mode of aggression • Male • Y • testosterone • less connected • spatial • things (non-living) • “realistic” • mechanical mobile • “theoretical,” “ideas” • “assertive” • “dominant” • tried again • physical Female • X • estrogen • more • verbal • people, living things “social” • faces • “social,” “feelings” • “agreeable” “nurturant” • stopped & cried • verbal Note large overlap Again, how do we respect differences while expanding opportunities?? Persistent, consistent, most confirmed worldwide

  27. Thank you! • gottfred@udel.edu • http://www.udel.edu/educ/gottfredson

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