Journal of Career Development

Two studies examined how four self-construals (independent, interdependent, relational, and physical) predict career interests. We hypothesized that (1) independent self-construal would predict career interests in science, law, and art, (2) interdependent self-construal would predict career interests in business and human relations, (3) relational self-construal would predict career interests in family and social services, and (4) physical self-construal would predict career interests in manual labor, trade skills, and athletics. In Study 1 (n = 240), participants completed online surveys of the four self-construals and the Basic Interest Markers (BIMs). The results showed that the four self-construals predicted corresponding career interests while controlling for sex. Physical self-construal predicted corresponding career interests the most consistently. Study 2 (n = 149) included a Holland Code survey rather than the BIM. Results showed that independent, interdependent, and physical self-construals predicted corresponding Holland themes while controlling for sex. Implications for Super’s career development approach are discussed.

This study examined the stability and change in career aspirations throughout the college-to-work transition among ethnic minority Arab students in Israel and tested the contributions of contextual and personal factors to career aspirations before and after this transition. At Time 1, 957 Arab students in Israel participated at the end of their senior year; of these, 362 also participated at Time 2, one year after graduation. Results indicated relatively low one-year stability in career aspirations (r = .43) and a decline in career aspirations throughout the college-to-work transition. Career aspirations at the end of college were predicted by exposure to role models (β = .16), career proactivity (β = .26), and occupational self-efficacy (β = .38). One year after graduation, only occupational self-efficacy predicted career aspirations (β = .17). These findings suggest theoretical and practical implications for the career aspirations of Arab minority college students in Israel.

American colleges and universities have been called upon to provide equitable career preparation for an increasingly racially diverse student body, yet little research has been done to examine understandings of racial equity among career professionals. This qualitative case study examined perspectives on racial equity among career professionals in a university career center. Career center documents were analyzed, services were observed, and semi-structured interviews (N = 11) with center leaders, staff, and students were conducted and analyzed using Reflexive Thematic Analysis. Data was interpreted through the lens of colorblindness, a conceptual model which promotes the minimization or denial of race and racism. Findings illuminated the presence of different dimensions of colorblindness—interpersonal, educational, organizational, legal, and societal—in the perspectives of participants, including tension around staff and administrator awareness and consideration of race in their practice. Implications for career research, policy, and practice are discussed.

This article quantitatively assesses the magnitude of voluntary career changes through a conceptual typology based on a career and a work system theory, resulting in 68 distinct career change scenarios. Thirty professional Dutch career counselors participated in a Q-sorting study, with multidimensional scaling revealing two primary dimensions and four career change magnitude quadrants. The first dimension, termed “crossing of organizational social spaces,” shows that career change magnitude increases as an individual crosses boundaries beyond the current work organization. The second dimension, termed “work-related differences,” indicates increasing magnitude when changes relate more to work elements. The findings offer theoretical insights into conceptualizing and measuring career change magnitude and practical implications for career counselors supporting clients through transitions. Future research should explore the relationships between career change magnitude and the antecedents, process, and outcomes of career transitions.

The present study aims to identify unrealistic career optimism among Korean high school students and to examine its characteristics. Cluster analysis was conducted to identify the number of groups classified by the reported levels of career aspirations and career preparation behaviors among 420 Korean high school students, and each group’s characteristic was investigated using a series of one-way covariance (ANCOVA). Three clusters were identified: (a) Doer (30.3%), (b) Bystander (35%), and (c) Unrealistic Career Optimist (UCO; 34.7%). Clusters Doer and Bystander were characterized by high/low scores on both career aspirations and career preparation behaviors, respectively, while the cluster UCO endorsed high levels of career aspirations despite low levels of career preparation behaviors. Significant differences in optimism, subjective well-being, and career maturity between groups were documented, suggesting implications for both research and practice.

While previous research has shown that social class is positively correlated with career decision self-efficacy (CDSE), how this relationship develops is unclear. This study tested the mediating effect of career social support on the link between subjective social class and CDSE and the moderating role of birthplace in the mediation model. A survey was completed among 388 Chinese college students. The results revealed that subjective social class could positively predict CDSE via career social support. For urban students, subjective social class was positively related to career social support, and it was indirectly related to CDSE via career social support. For rural students, subjective social class was positively related to CDSE. Finally, the implications for career education and counseling in Chinese college students are discussed.

Women in academia face many challenges, which have been further exacerbated by the COVID-19 pandemic. This is particularly true for women in academia who are also mothers. The authors conducted a phenomenological study examining these challenges and their effects on identity utilizing Super’s (1980) Life-Span Life-Space approach and Career Construction Theory (Savickas, 1997, 2005) as the theoretical framework. The participants identified and described the various ways they navigate their mother and scholar identities and the integration of their motherscholar identity. In navigating the pandemic at work and home, participants also reported changes to their identity as spouses/partners, and a sense of loss in their identities and roles professionally and personally. The authors outlined potential mental health implications and interventions for career counselors working with motherscholars.

Drawing on the career construction theory model, this study explores how adolescents’ career adaptability is shaped by their ongoing interactions with social experiences and family, particularly parents. A questionnaire was administered to 1200 Chinese senior high school students to test the hypotheses. The results showed that the level of perceived career congruence with parents positively associated with students’ career adaptability. Learning commitment and learning autonomy partially mediated the relationship between perceived career congruence with parents and career adaptability, with mediating effect values of 0.116 and 0.033, respectively. Learning commitment and learning autonomy sequentially played a mediating role in the relationship between perceived career congruence with parents and career adaptability, with a serial mediating effect value of 0.031. The study underscores the significance of both environmental factors (parent–child congruence) and individual factors (learning commitment and learning autonomy) in relating to career adaptability among Chinese adolescents.