faculty of education additional qualifications module 02 presentation 03 andré samson ph.d., c.o

Faculty of Education

Additional Qualifications

Module 02Presentation 03

André Samson Ph.D., c.o.

Additional Qualifications – Summer 2009Additional Qualifications – Summer 2009

Overview of the Overview of the PresentationPresentation

1. Important Concepts1. Important Concepts1.1 Origins of the Theory1.2 Historical Facts1.3 Career Based Developmental Perspective

2. Donald Super’s Theory2. Donald Super’s Theory2.1 Career Development and Context2.2 The Self-Concept2.3 The Vocational Maturity Concept2.4 Life Roles

3. The Vocational Development Process3. The Vocational Development Process3.1 Vocational Maturity and Development3.2 Exploration3.3 Crystallization3.4 Specification3.5 Realization


Overview of the Overview of the PresentationPresentation4. Determinisms4. Determinisms

4.1 Presence of Minorities in the General Population

4.2 Visible Minorities and Economic Situation

4.3 Belonging to a Minority Group and Self-Perception

4.4 Cultural Integration and Socio-Economic Status

4.5 Belonging to an Economically Disadvantaged Group

4.6 Influence of Determinisms

4.7 Possible Solutions


According to Donald Super,

““Self-concept changes over time, and Self-concept changes over time, and

develops as a result of experience. develops as a result of experience.

As such, career development is As such, career development is

lifelong”lifelong”

1.1 Origins of the Theory1.1 Origins of the Theory


1. Important Concepts1. Important Concepts

1.2 Historical Facts1.2 Historical Facts It is only after 1945 that developmental approaches were

introduced for career choice

Ginzberg, Ginburg, Axelrad et Herma (1951) hypothesised that the career choice process starts around the age of 11 and concludes near the age of 17. During this period, the student will cross three distinct stages:

(1) The Fantasy Stage

(2) The Tentative Stage

(3) The Realistic Stage

Later, Ginzberg (1984) refuted his hypothesis, but reaffirmed his conviction that career is a lifelong process. He claimed that it is important for the individual to re-evaluate their career progression in order to account for individual and social changes.

http://www.extension.psu.edu/workforce/Briefs/OverviewCareerDev(Insert).pdf



1.3 Career Based Developmental Perspective1.3 Career Based Developmental Perspective1. Career is the amalgamation of a person’s lifelong work

experience and the means used to occupy those functions Career is much more than the amalgamation of

remunerated jobs that service an employer

2. Career is established in time Throughout a long career, the individual develops

and evolves

For example, the nature of motivation that builds a career can evolve throughout an individual’s lifetime

This evolution is both complex and multidimensional



IntroductionIntroduction Super was considered as one of the tenants of the

developmental approach

However, his theory is holistic and it could also be considered eclectic:

Given that it takes into account the individual’s own elements as well as his or her environment

Given the linear progression of career, which takes into consideration that career develops throughout an individual’s lifetime


2. Donald Super’s Theory2. Donald Super’s Theory

2.1 Career Development and Context 2.1 Career Development and Context Super grants a great importance to the context that surrounds the

individual during their career choice and development process. This context can be divided into two main aspects: the familial context and the economic context

2.1.1 The familial context

According to Super, the family is multidimensional, in other words it is comprised of a social, a psychological and an economic dimension. It is within this context that children develop

When it comes to interaction within a family, the child learns to either identify with, or reject certain role models

Child development is also influenced by the possibilities and the resources their family has to offer

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition). Montréal : Gaétan Morin Éditeur.



2.1 Career Development and Context 2.1 Career Development and Context 2.1.1 The familial context

According to Bujold et Gingras (2000), Donald Super identified four areas where family has an influence on the development of the individual’s career choice. These areas are: (1) the preferences the individual will manifest, (2) their entry into a profession, (3) their success, (4) the satisfaction that they will experience in this profession

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition) . Montréal : Gaétan Morin Éditeur.



2.1 Career Development and Context 2.1 Career Development and Context 2.1.2 The economic context

The economic context also has a certain degree of influence on the individual’s career choice and development

For example, our culture favours certain professions (in terms of prestige and remuneration). Liberal professions, like law or medicine are good examples

The development of the economy, in terms of globalization, has also put pressure on the labour market

Demography is also another variable to consider. The increase in the retirement rate has opened up numerous job possibilities




Individual

Interests

Aptitudes

Values

Personality

Knowledge of the workplace

Workplace

2.2 The Self-Concept2.2 The Self-Concept Super was greatly influenced by the phenomenological trend of the social sciences. He

awarded a certain importance to subjectivity in career development

One of the determinant factors of career development is the emergence of the concept of ‘self’ or ‘self-concept’. The ‘self’, according to Super, can be defined as being what the person ‘is’. The concept of the ‘vocational self’ is seen as diverse experiences related to the individual’s career

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière (2e édition) . Montréal : Gaétan Morin Éditeur.



2.2 The Self-Concept2.2 The Self-Concept

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition) . Montréal : Gaétan Morin Éditeur.



2.2 The Self-Concept2.2 The Self-Concept2.2.1 Realizing the Self-Concept2.2.1 Realizing the Self-Concept

As the self-concept gradually develops, the individual tries to actualize it in a concrete manner by comparing it to the reality around them

However, as positive and negative experiences occur, the self-concept can be transformed

This evolution is meant to help the individual adapt to professional changes

The more the individual advances in their career, the more their self-concept will be static

Today’s reality can provoke the evolution of the self-concept

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière (2e édition) . Montréal : Gaétan Morin Éditeur.



2.3 The Vocational Maturity Concept2.3 The Vocational Maturity Concept This includes self-knowledge, knowledge of the environment and the

capacity to manifest a certain autonomy and resourcefulness

This concept can be defined as the methods used by individuals to set their goals in the hopes of becoming professionals (Moisan et Dubé, 2000)

Students that demonstrate a good sense of maturity are able to assume the responsibilities of their decisions

Vocational maturity nourishes the feeling that individuals have certain control on the outcome of their lives

Individuals realise that objective conditions can influence their choice

Individuals are conscience of their limits and their strengths Individuals can identify their interests Individuals can make realistic choices and realise them in an

adjusted and autonomous way



2.3 The Vocational Maturity Concept2.3 The Vocational Maturity Concept



Are students concerned with their career choices?

Are they aware that one day they will be asked to make a career choice? Are they ready to assume the consequences of that choice?

Are students learning about the workplace in order to be able to make an enlightened choice?

Are they developing a certain stability in terms of their interests?

Is their self-concept starting to form in a stable manner?

Have they experienced autonomy at work?

Are they realistic in their career choices?

Are students concerned with their career choices?

Are they aware that one day they will be asked to make a career choice? Are they ready to assume the consequences of that choice?

Are students learning about the workplace in order to be able to make an enlightened choice?

Are they developing a certain stability in terms of their interests?

Is their self-concept starting to form in a stable manner?

Have they experienced autonomy at work?

Are they realistic in their career choices?

2.4 Life Roles2.4 Life Roles



2.4 Life Roles2.4 Life Roles The concept of “Life Roles”, helps us understand two

important life concepts:

1. First, career development covers all ages and is not limited to a remunerated activity associated to the workforce

2. A career plays a number of roles that evolve and develop based on the person’s age and their situation. A career takes on multiples forms, this variety is desired and healthy for individuals

http://www.mindtools.com/pages/article/newCDV_95.htm



WebsitesWebsites

http://faculty.tamu-commerce.edu/crrobinson/512/archway.htm

http://careers.nuim.ie/publications/documents/Adultguidanceintroduction.pdf

http://www.mindtools.com/pages/article/newCDV_95.htm

http://www.emploisetc.ca/toolbox/checklists/employability.jsp



3.1 Vocational Maturity and Development3.1 Vocational Maturity and Development Vocational maturity requires self-knowledge, knowledge of the

environment and of workplace conditions

Synergy between these three elements promotes decision making in a professional setting and a successful school/work transition

According to some researchers, in order to attain and develop this level of maturity, it is important to overcome four developmental steps (Pelletier and Bujold, 1984; Leclerc, 2001).

1. Exploration

2. Crystallisation

3. Specification

4. Realization


3. The Vocational Development Process3. The Vocational Development Process


Exploration Crystallization Specialization Realization►During these two first years, students explore different areas of interest

►This is the “possibility”, the “imaginary” and the “identifying with role models” stage

►The students can imagine themselves in different situations or roles

►They start to see themselves as leaders of their own lives

►This is a phase where students are still being more or less realistic, they are impressionable and uncertain

►In grade 10, students start to opt for one general area of interest that echoes their identity

►Students establish and specify the contours of their personal image

►They are more capable of determining what appeals to them and what they like to do

►They are able to take a certain step back and question their choices and the values that inspire them

►They can establish links between the realities of the workplace and their career goals

►Their contemplation must be large and must not be limited to a few well determined occupations

►Their choices should ideally be limited to lager areas of interest

►Students continue to deepen their self-knowledge

►They establish links between who they are and their social and economic realities

► It is the junction between these different element that allows students to make a precise choice and to establish balance between what they desire and what society has to offer them

►At the end of this step, students should have made their career choice

►Students begin to chose their career project

►This is when they will elaborate and create a career plan

►The actualization of their choice implies, for instance, the elaboration of a plan in order to attain their objectives

►Students use their enterprising abilities, their resourcefulness, their perseverance, their creativity and a certain know how to accomplish this step

►In this final phase, help from career counsellors or specialized personnel is often necessary

►This can include individual or group support


DiscoveryDiscoveryInitiate

Allow to dream

Begin self-discovery

ExplorationExplorationExplore various components of personality

Explore their environment

Discover various professions

CrystallisationCrystallisationClassify and regroup different professions

Determine their interests based of professional occupations

SpecificationSpecificationSpecify their preference

Evolve towards making a precise career choice

RealizationRealizationMake a choice

Plan a career project

Establish strategies to realise their choice

4.1 Presence of Minorities in the General 4.1 Presence of Minorities in the General PopulationPopulation

Visible minorities constituent 13% of the general population in Canada (Tran, 2004)

This segment of the population has grown and doubled in size over the past 20 years

73% of members of a visible minority live in large urban areas (Toronto, Montreal, Vancouver)

66% of members of a visible minority group are born outside of Canada.


4. Determinisms4. Determinisms

4.2 Visible Minorities and Economic Situation4.2 Visible Minorities and Economic Situation

a) Men 24 to 54 years of agea) Men 24 to 54 years of age

In 1981 foreign-born visible minority men aged 25 to 54 had better employment and unemployment rates than Canadian-born non-visible Minorities

The 1980s and early to mid-1990s saw their employment situation deteriorate more quickly than that of other men of prime-working age

In 2001, although visible minority prime working age men who immigrated in the 1990s were more likely to be university-educated than Canadian-born men, their unemployment rate was higher than Canadian-born non-visible minority men (9.9% versus 6.3%).

http://www.statcan.gc.ca/pub/11-008-x/2004001/article/6874-eng.pdf




b) Situation in urban areasb) Situation in urban areas Large urban areas provide a sense of security the to ethnic habitants. However,

they are also characterised by isolation and poverty

In Toronto, the unemployment rate of a Caucasian neighbourhood is approximately 5.7% and people living below the poverty line can account for about 17% of the population

In an Asian neighbourhood, the unemployment rate is at 7.1% and the rate of people living below the poverty line is 23%

In a neighbourhood composed of a majority of African descendants, the unemployment rate is 21.7% and the rate of people living below the poverty line is 54% (Hou and Picot, 2004)

The rate of unemployment for visible minorities is 9.9% in comparison to 6.3% for the Caucasian population




c) Educationc) Education

In 2001, the rate of university graduates was higher for men aged 24 to 54 born outside of Canada belonging to a visible minority group then men born in Canada

30% of men ages 24 to 54 born outside of Canada and belonging to a visible minority group had a university degree. This rate was at 19% for men of the same age born in Canada and not belonging to a minority group

For women, we see the same phenomenon, 28% of women born outside of Canada and belonging to a visible minority group had a university diploma. This rate was at 21% for women born in Canada who did not belong to a visible minority group




c) Revenuec) Revenue

In 2004, the revenue of 47% of recent immigrants (75% visible minority) were below the LICO (low-income cutoff)

There is a strong correlation between being a recent immigrant (less than7 years in Canada) belonging to a visible minority group and revenue at the LICO

According to Palameta (2004), the economic vulnerability of visible minority immigrants seems to indicate that their transition may be more difficult than other immigrants. This could be attributed to their lack of knowledge of the official languages, their difficulty to have their education recognised and discrimination

http://www.statcan.gc.ca/pub/75-001-x/10404/6843-eng.pdf



4.3 Belonging to a Minority Group and Self-4.3 Belonging to a Minority Group and Self-perceptionperception

Forming a racial identity is a supplemental task that an adolescent from a minority group must undertake (Arbona, 1996)

Accepting ethnic identity can play a positive role in the development of career (Perron and al., 1998)

Having a positive racial identity is associated to higher scores on the Hope Scale (Jackson and Neville, 1998).

However, a high level of “racelessness” is linked to anxiety and depression according to Arroyo and Zigler (1995)



4.4 Cultural Integration and Socio-economic 4.4 Cultural Integration and Socio-economic StatusStatus

BiculturalismBiculturalism This the term refers to the existence in

Canada of 2 principal cultures - that associated with the English language and that associated with the French (The Canadian Encyclopaedia)

This reality is more and more outdated in Canada (linguistic aspect, national)...

Cultural IntegrationCultural Integration Individual or group adaptation to a cultural

model in a given society

Cultural integration is a learning process



4.4 Cultural Integration and Socio-economic 4.4 Cultural Integration and Socio-economic StatusStatus

Having cultural pride and a knowledge of Canadian culture aids in the socio-economic insertion

Cultural integration is one of the major components of the self-concept for many visible minorities

A qualitative research found that for university women of African descent, professional success depends on their adaptation to the North-American culture

However, it was important for those women to also have resources in their culture of origin (Alfred, 2001).



4.5 Belonging to an Economically Disadvantaged Group 4.5 Belonging to an Economically Disadvantaged Group

Belonging to a disadvantaged social class can cause social stigmatisation. Our society is more and more marked by this type of social divide

The gap between the rich and the poor is constantly growing. Thus, this rise in poverty is not without consequence for students. In fact, as the feeling of belonging to a social class grows, so do the chances of succeeding in post-secondary education. However, poverty often causes a student to entre prematurely into the workforce and settle for less remunerated work (Blustein and al., 2002)

The family that is economically disadvantaged is less capable of accompanying students in their career choice process. This is because their resources are limited. Consequently, students often have to fend for themselves and their scope of experiences remain relatively narrow (Blustein and al., 2002).



4.6 Influence of Determinisms4.6 Influence of Determinisms

Certain determinisms weigh heavily on students journeys

In fact, their social or ethnic origin can become barriers that obstruct their career development (Bujold and Gingras, 2000)

In certain instances, the school system and individual practices can promote the maintenance of social inequities, just as a clear policy on career education can promote the emancipation of students who belong to disadvantaged social classes and ethnic groups



4.6 Influence of Determinisms4.6 Influence of Determinisms Students who come from an ethnic minority group and/or

who come from a disadvantaged economic environment have specific challenges to face or barriers to break

These challenges/barriers can fall under two categories: internal challenges or external challenges.

Internal challenges include the student’s subjective perception, or their vision of the world. This can include their motivation, their expectations or their ambitions

The external challenges come from an objective realty. For example racism, discrimination or tough social conditions are challenges that the student must confront on a daily basis (Constantine and al., 1998).



4.6 Influence of Determinisms4.6 Influence of Determinisms The concept of challenges/barriers indicates how the

perception of the world can be different from one ethnic group to another, but mainly how this type of belief system can influence the student’s career choice (Constantine and al., 1998)

This construction of the world not only limits career choice, but it also creates a dynamic in the workplace. Thus, for students coming from a disadvantaged social class, work is usually perceived as a way to survive

These individuals do not see their career as a chance to develop as individuals, nor do they see it as a way to contribute to society

These types of beliefs are therefore usually associated to a pessimistic attitude, an undecided behaviour and a certain form of vocational immaturity (Carter and Constantine, 2000)



4.6 Influence of Determinisms4.6 Influence of Determinisms Belonging to a minority group is usually associated to

stigmatisation or marginalisation. Even a neutral reference to the individual’s ethnic origin can provoke racist behaviours. Therefore, an individual’s accent can be an unfavourable factor when looking for a job (Atkins, 1993)

In terms of external challenges, it appears that American students who belong to an ethnic minority group have a higher stress level related to: violence, unemployment or criminality. In fact, a harmful social environment creates pressure for the student, which often affects their academic success

This would explain the high rate of school dropouts or the choice of careers requiring little education (Constantine and al., 1998). In general, members of minority groups do not perform as well when it comes to education and work (Hawks and Muha, 1991)



4.7 Possible Solutions4.7 Possible Solutions Research has identified various ways to reduce

these unfavourable determinisms. Thus, for students belonging to ethnic minority groups, it is important to promote acceptance of their identity.

While rejecting one’s ethnic identity can disturb the student, recognising and endorsing it can encourage it’s development. In other words, it is important to help students be proud of their origins (Carter and Constantine, 2000).

According to research, having social role models who belong to ethnic minority groups and who have succeeded can also be helpful.



4.7 Possible Solutions4.7 Possible Solutions A part-time job can also provide the student with

experience and develop realistic expectations of the workplace. It is also suggested to help the student create a concrete link between their studies and the workplace

It seems that the teacher’s personality also plays a particularly important role. A teacher who has high expectations promotes healthy competition among students

Other students may prefer to consult a counsellor who shares their ethnic background. This preference may be manifested by a reluctance to accept the dominant culture. It is important to recognise this reluctance (Townes, 2004)



4.7 Possible Solutions4.7 Possible Solutions4.7.1 Family and School Environment4.7.1 Family and School Environment

Social origin is a determinism that influences career choice. Some of the elements that contribute to the construction of social origin are: the father’s professional status and the parent’s level of education.

It is certain that family plays a pivotal role. Not only with career choice, but also in the way the individual sees and assumes work. It seems that the quality of the family’s support is what matters

A family that is actively implicated in the exploration of a career choice will promote a clear and adjusted career choice and help shape the child’s vocational identity



4.7 Possible Solutions4.7 Possible Solutions4.7.1 Family and School Environment4.7.1 Family and School Environment

The school environment can also be a factor in the social stratification. In fact, at school students are often divided based on their social class, their aptitudes or their orientation. This can be a factor of inequity

A school that offers numerous programs constitutes an environment that is more stimulating

It also seems that the presence of a guidance counsellor has helped to: encourage the development of educational projects that are more ambitious, reduce the probability of indecision and help to create career goals

It seems that workplace information is particularly helpful in disadvantaged areas




ConclusionConclusion

faculty of education additional qualifications module 02 presentation 03 andré samson ph.d., c.o

Documents

career development

career progression

long career

functions career

career choice process

career choice ginzberg

realistic stage slide

lifelong slide