Possible Selves among Urban Youth: A Study of Developmental Differences and the Aspirations-Expectations Gap

Autor/inn/en	Perry, Justin C.; Raeburn, Ryan
Titel	Possible Selves among Urban Youth: A Study of Developmental Differences and the Aspirations-Expectations Gap
Quelle	In: Journal of Career Development, 44 (2017) 6, S.544-556 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845316670032
Schlagwörter	Self Concept; Urban Youth; Gender Differences; Occupational Aspiration; Social Class; Role; Correlation; Expectation; Academic Aspiration; Career Development; Social Differences; Socioeconomic Status; High School Students; Metropolitan Areas; Statistical Analysis; Age Differences + Suchen Sie Ihr Suchwort? Selbstkonzept; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Geschlechterkonflikt; Berufsneigung; Berufsziel; Social classes; Soziale Klasse; Rollen; Korrelation; Expectancy; Erwartung; Berufsentwicklung; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ballungsraum; Statistische Analyse; Age; Difference; Age difference; Altersunterschied
Abstract	The present study investigated developmental differences and stability in possible selves within the educational and occupational domain among a diverse sample of urban youth (N = 319). A secondary aim was to test the "aspiration-expectation gap" while exploring the role of subjective social class and gender differences. Results did not indicate any significant differences among possible selves between different grades in high school. Seniors evidenced the lowest levels of subjective social class, whereas freshmen had the highest levels. Subjective social class was significantly associated with the expected levels of education. In addition, girls aspired toward significantly higher levels of prestige than boys in terms of occupations they hoped to attain, while a substantial gap was found between hoped-for and expected education. Implications for practice, limitations, and directions for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01