Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists,health professionals,or engineers
Restricted accessResearch articleFirst published online March, 2001
Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists,health professionals,or engineers
A longitudinal perspective was taken to investigate the predictive validity of
teenage job aspirations, and the relative impact of individual and contextual
factors on the formulation and realisation of career aspirations at age 16. The
follow-up study of a nationally representative cohort of 7649 individuals born in
the United Kingdom showed that teenage job aspirations predict specific occupational
attainments in adulthood. Job aspirations expressed in adolescence differed between
the sexes, and were related to parental education, teacher-ratings and self-ratings
of ability, test scores in mathematics, and the school environment. Occupational
attainment at age 33 was significantly related to the job aspirations expressed at
age 16, but also to the belief in one’s own ability, mathematical test
performance, specific personality characteristics, as well as social background and
gender. It is concluded that for the understanding of occupational development
across the lifespan both individual and contextual factors have to be considered.
Get full access to this article
View all access options for this article.
References
1.
American Association of University Women Educational Foundation (AAUW)
(1992). How schools shortchange girls.
Washington, DC: AAUW Educational Foundation
.
2.
Blau, P.M.
, &
Duncan, O.D.
(1967) The American occupational structure.
New York: Wiley
.
3.
Bloom B.S.
(Ed.) (1985). Developing talent in young people.
New York: Ballantine
.
4.
Bourdieu, P.
(1988). Homus academicus.
Cambridge: Polity
.
5.
Brophy, J.E.
, &
Good, T.
(1974). Teacher-student relationships: Causes and
consequences.
New York: Holt, Rinehart & Winston
.
6.
Burgess, A.
(1990).
Co-education: the disadvantages for schoolgirls
. Gender and Education, 2,
91-95
.
7.
Butler, J.R.
(1968). Occupational choice. Science Policy Studies No.
2.
London: Department of Education and Science
.
8.
Colangelo, N.
, &
Assouline, S.
(1995). Self-concept of gifted students: Patterns by
self-concept domain, grade level, and gender. In
M.W. Katzko
&
F.J. Monks
(Eds.), Nurturing talent. Individual needs and social ability.
(pp. 66-74)
Assen: Van Gorcum
.
9.
Colley, A.
(1995).
Psychology, Science and women
. Psychologist, 8,
346-352
.
10.
Cooper, H.
(1979).
Pygmalion grows up: a model for teacher expectations, communication and
performance influence
. Review of Educational Research, 49,
389-410
.
11.
Csikszentmihalyi, M.
,
Rathunde, K.
, &
Whalen, S.
(1993), Talented teenagers. The roots of success and
failure.
Cambridge, UK: Cambridge University Press
.
12.
Dolliver, R.H.
(1969).
Strong Vocational Interest Blank versus expressed vocational interests: A review
. Psychological Bulletin, 72,
95-107
.
13.
Eccles, J.
, &
Wigfield, A.
(1985). Teacher expectations and student
motivation. In
J.B. Dusek
(Ed.), Teacher expectancies (pp. 185-220).
Hillsdale, NJ: Erlbaum
.
14.
Eiduson, B.T.
, &
Beckman, L.
(Eds.) (1973). Science as a career choice: Theoretical and
empirical studies.
New York: Basic Books
.
15.
Erikson, R.
, &
Goldthorpe, J.H.
(1993). The constant flux. A study of class mobility in
industrial societies.
Oxford: Clarendon
.
16.
Faulkner, J.
(1991).
Mixed-sex schooling and equal opportunities for girls: a contradiction in terms
. Research Papers in Education, 4,
197-224
.
17.
Finley, M.K.
(1984).
Teachers and tracking in a comprehensive high school
. Sociology of Education, 57,
233-243
.
18.
Fliess, J.L.
(1981). Statistical methods for rates and proportions
(2nd ed.).
Chichester, UK: Wiley
.
19.
Fogelman, K.
(Ed.) (1983). Growing up in Great Britain.
Papers from the National Child Development Study.
London: Macmillan for the National
Children’s Bureau
.
20.
Gagne, F.
(1995). Learning about the nature of gifts and talents
through peer and teacher nominations. In
M.W. Katzko
&
F.J. Mönks
(Eds.), Nurturing talent. Individual needs and social ability (pp.
66-74).
Assen: Van Gorcum
.
21.
Galton, F.
(1874). English men of science.
London: MacMillan
.
22.
Getzels, J.
, &
Jackson, P.
(1961).
Family environment and cognitive style: A study of the sources of highly
intelligent and of highly creative individuals
. American Sociological Review, 26,
351-359
.
23.
Goldstein, H.
(1979).
Some models for analysing longitudinal data on educational attainment
. Journal of the Royal Statistical Society, Series A,
142,
407-442
.
24.
Gottfredson, L.S.
(1981).
Circumscription and compromise: A developmental theory of occupational aspirations
. Journal of Counseling Psychology, 28,
545-579
.
25.
Hansen, R.A.
, &
Neujahr, J.
(1976).
Career development of high school students talented in science
. Science Education, 60,
453-462
.
26.
Heyns, B.
(1974).
Social selection and stratification within school
. American Journal of Sociology, 79,
1434-1451
.
27.
Hoge, R.D.
, &
Cudmore, L.
(1986).
The use of teacher-judgement measures in the identification of gifted pupils
. Teaching and Teacher Education, 2,
181-196
.
28.
Holland, J.L.
(1985). Making vocational choices (2nd ed.).
Englewoods Cliffs: Prentice Hall
.
29.
Holland, J.L.
, &
Gottfredson, G.D.
(1976).
Using a typology of persons and environments to explain careers: Some
extensions and clarifications
. The Counseling Psychologist, 6,
20-28
.
30.
Holland, J.L.
, &
Gottfredson, G.D.
(1992).
Studies of the hexagonal model: An evaluation (or, The perils of stalking
the perfect hexagon)
. Journal of Vocational Behaviour, 40,
158-170
.
31.
Holland, J.L.
, &
Gottfredson, G.D.
, &
Baker, H.G.
(1990).
Validity of vocational aspirations and interest inventories: Extended,
replicated, and reinterpreted
. Journal of Counseling Psychology, 37,
337-342
.
32.
Lawrie, B.
, &
Brown, R.
(1992).
Sex stereotypes, school-subject preferences and career aspirations as a
function of single/mixed sex schooling and presence/absence of an opposite
sex sibling
. British Journal of Educatonal Psychology, 62,
132-138
.
33.
Jepson, D.A.
(1975).
Occupational decision development over the high school years
. Journal of Vocational Behavior, 8,
227-238
.
34.
Marsh, C.
(1986). Social class and occupation. In
R. Burgess
(Ed.), Key variables in social investigation.
London: Routledge
.
35.
Marsh, H.W.
(1989).
Effects of attending single sex and coeducational high schools on
achievement, attitudes, behaviors and sex differences
. Journal of Educational Psychology, 81,
70-85
.
36.
Marsh, H.W.
(1992).
Content specificity of relations between academic achievement and academic self-concept
. Journal of Educational Psychology, 84,
35-42
.
37.
McClelland, D.C.
(1975). Power: The inner experience.
New York: Wiley
.
38.
McEwen, A.
,
Knipe, D.
, &
Gallagher, T.
(1997).
The impact of single-sex and coeducational schooling on participation and
achievement in science: A 10-year perspective
. Research in Science and Technological Education,
15,
223-233
.
39.
McLaughlin, D.H.
, &
Tiedeman, D.V.
(1974).
Eleven-year career stability and change as reflected in the Project Talent
data through the Flanagan, Holland, and Roe Occupational Classification Systems
. Journal of Vocational Behavior, 5,
177-196
.
40.
NRC (National Research Council)
(1994). Women scientists and engineers employed in industry:
Why so few?Washington, DC: NRC
.
41.
NSF (National Science Foundation)
(1992). Women and minorities in science and
engineering, (NSF 92-303).
Washington, DC.NSF
.
42.
Noeth, R.J.
, &
Prediger, D.J.
(1978).
Career development over the high school years
. Vocational Guidance Quarterly, 27,
244-254
.
Oden, M.
(1968).
A 40-year follow-up of giftedness: Fulfillment and unfulfillment
. Genetic Psychological Monographs, 77,
3-93
.
45.
O’Donnell, J.
, &
Andersen, D.G.
(1977).
Decision factors among women talented in math and science
. College Student Journal, 11,
165-168
.
46.
OPCS (Office of Population Censuses and Surveys)
(1980). Classification of occupations.
London: HMSO
.
47.
OPCS (Office of Population Censuses and Surveys), and Employment Department Group
. (1990). Standard classification of occupations (SOC).
London: HSMO
.
Parsons, T.
(1959).
The school as a social system: Some of its functions in American society
. Harvard Educational Review, 29,
297-318
.
50.
Phipps, B.J.
(1995).
Career dreams of preadolescent students
. Journal of Career Development, 22,
19-32
.
51.
Roberts K.
(1981). The sociology of work entry and occupational
choice. In
A.G. Watts
,
D.E. Super
, &
J.M. Kidd
(Eds.), Career development in Britain (pp.
279-299).
Cambridge, UK: CRAC/Hobsons
.
52.
Roe, A.
(1952). The making of a scientist.
New York: Dodd, Mead & Co.
53.
Roe, A.
(1953).
Early background of eminent scientists
. Psychological Monographs, 67,
27-54
.
54.
Rosser, S.
(1990). Female-friendly science.
New York: Pergamon
.
55.
Rosser, S.
(1993).
Female-friendly science: Including women in curricular content and pedagogy
in science
. Journal of General Education, 42,
191-220
.
56.
Rutter, M.
(1967).
A children’s behaviour questionnaire for completion by teachers:
preliminary findings
. Journal of Child Psychology and Psychiatry, 8,
1-11
.
57.
Schulenberg, J.
,
Vondracek, F.W.
, &
Crouter, A.C.
(1984).
The influence of the family on vocational development
. Journal of Marriage and the Family, 10,
129-143
.
58.
Sewell, W.H.
,
Haller, A.O.
, &
Ohlendorf, G.W.
(1970).
The educational and early occupational status attainment process:
Replication and revision
. American Sociological Review, 35,
1014-1027
.
59.
Sewell, W.H.
, &
Shah, V.P.
(1968).
Social class, parental encouragement, and educational aspirations
. American Journal of Sociology, 73,
559-572
.
60.
Shepherd, P.
(1993). Analysis of response bias. In
Ferri, E.
(Ed.), Life at 33. The fifth follow-up of the National Child Development
Study (pp. 184-188).
London: National Children’s Bureau
and City University
.
61.
Shepherd, P.
(1995). The National Child Development Study. An
introduction, its origins and the methods of data collection, (Working Paper No. 1.)
London: SSRU, City University
.
62.
Simonton, D.K.
(1988). Scientific genius: A psychology of science.
Cambridge, UK: Cambridge University Press
.
63.
Spring, J.
(1976). The sorting machine.
New York: David McKay
.
64.
Stables, A.
(1990).
Differences between pupils from mixed and single sex schools in their
enjoyment of school subjects and in their attitudes to science and school
. Educational Review, 42,
221-230
.
65.
Steedman, J.
(1983). Examination results in mixed and single sex schools:
findings from the National Child Development Study (
Equal Opportunities Commission
).
66.
Steinkamp, M.W.
, &
Maehr, M.L.
(1983).
Affect, ability and science achievement: A quantitative synthesis of
correlational research
. Review of Educational Research, 53,
369-396
.
67.
Stott, D.H.
(1969). The social adjustment of children (3rd
ed.)
London: University of London Press
.
68.
Super, D.E.
(1953).
A theory of vocational development
. American Psychologist, 8,
185-190
.
69.
Super, D.E.
(1980).
A life span, life space approach to career development
. Journal of Vocational Behavior, 16,
282-298
.
70.
Super, D.E.
,
Starishevsky, R.
,
Matlin, N.
, &
Jordaan, J.P.
(1963). Career development: A self-concept theory.
New York: College Entrance Examination Board
.
71.
The rising tide. A report on women in science, engineering and technology
(1994).
London: HSMO
.
72.
Tomlinson-Keasey, C.
, &
Little, T.D.
(1990).
Predicting educational attainment, occupational achievement, intellectual
skill, and personal adjustment among gifted men and women
. Journal of Educational Psychology, 82,
442-455
.
73.
Trost, G.
(1993). Prediction of excellence in school, university and
work. In
K.A. Heller
,
F.J. Mönks
, &
A.H. Passow
, (Eds.) International handbook of research and development of giftedness
and talent (pp. 325-336).
Oxford, UK: Pergamon
.
74.
Trost G.
, &
Sieglen, J.
(1992). Biographische Frühindikatoren
herausragender beruflicher Leistungen. In
E.A. Hany
, &
H. Nickel
, (Eds.), Begabung und Hochbegabung (pp.
95-104).
Bern: Huber
.
75.
Trice, A.D.
, &
McClellan, N.
(1993).
Do children’s career aspirations predict adult occupations? An
answer from a secondary analysis of a longitudinal study
. Psychological Reports, 72,
368-370
.
76.
Trice, A.D.
,
Hughes, M.A.
,
Odom, C.
,
Woods, K.
, &
McClellan, N.C.
(1995).
The origins of children’s career aspirations: IV. Testing
hypotheses from four theories
. The Career Development Quarterly, 43,
307-320
.
77.
Tuckham, B.W.
(1974).
An age-graded model for career development education
. Journal of Vocational Behaviour, 4,
193-212
.
78.
Vondracek, F.
(1998).
Career development: A lifespan perspective
. International Journal of Behavioral Development,
22,
1-6
.
79.
Vondraceck F.W.
,
Lerner, R.M.
, &
Schulenberg, J.E.
(1986). Career development: A life-span developmental
approach.
Hillsdale, NJ: Erlbaum
.
80.
Weinreich-Haste, H.
(1979). What sex is science? In
O. Harnett
,
G. Boden
, &
M. Fuller
(Eds.), Women: Sex role stereotyping.
London: Tavistock
.
81.
Whitney, D.R.
(1969).
Predicting from expressed vocational choices: A review
. Personnel and Guidance Journal, 48,
279-286
.
82.
Whyte, J.
(1986). Girls into Science and Technology: the story of a
project.
London: Routledge & Kegan Paul
.
83.
Wilson, G.D.
, &
Jackson, C.
(1994).
The personality of physicists
. Journal of Personality and Individual Differences,
16,
187-189
.
84.
Zuckerman, H.
(1977). Scientific elite.
New York: Free Press
.
