Adolescents' Conceptions of Work: What Is Learned from Different Sources during Anticipatory Socialization?

Autor/inn/en	Levine, Kenneth J.; Hoffner, Cynthia A.
Titel	Adolescents' Conceptions of Work: What Is Learned from Different Sources during Anticipatory Socialization?
Quelle	In: Journal of Adolescent Research, 21 (2006) 6, S.647-669 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558406293963
Schlagwörter	Mass Media; Socialization; Part Time Employment; Educational Experience; Questionnaires; High School Students; Parents; Job Performance; Career Development; Schools; Adolescent Attitudes; Coding; Response Rates (Questionnaires); Parent Influence + Suchen Sie Ihr Suchwort? Massenmedien; Socialisation; Sozialisation; Part-time employment; Teilzeitbeschäftigung; Bildungserfahrung; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Eltern; Work performance; Arbeitsleistung; Berufsentwicklung; School; Schule; Codierung; Programmierung; Antwortkontrolle
Abstract	Anticipatory socialization is the process of gaining knowledge about work that begins in early childhood and continues until entering the workplace full-time. On self-administered questionnaires, 64 high school students answered open-ended questions about what they have learned about work from five sources: parents, educational institutions, part-time employment, friends, and the mass media. Responses were coded into four macro categories (general requirements of a job, positive aspects of work, negative aspects of work, advice or information about work/jobs), each of which included multiple subcategories. Parents, school, and part-time jobs were respondents' main sources of knowledge about the requirements of performing a job, and parents provided the most advice about jobs and careers. Parents and friends communicated more negative than positive aspects, part-time jobs and the mass media conveyed both positives and negatives, and educational experiences conveyed neither. Interpretations of the findings and suggestions for future research are discussed. (Contains 2 tables and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10