Career Development from Adolescence through Emerging Adulthood: Insights from Information Technology Occupations

Autor/inn/en	Messersmith, Emily E.; Garrett, Jessica L.; Davis-Kean, Pamela E.; Malanchuk, Oksana; Eccles, Jacquelynne S.
Titel	Career Development from Adolescence through Emerging Adulthood: Insights from Information Technology Occupations
Quelle	In: Journal of Adolescent Research, 23 (2008) 2, S.206-227 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558407310723
Schlagwörter	Information Technology; Skill Development; Career Development; Adolescents; Gender Differences; Interviews; Career Choice; Coding; Parent Child Relationship; Social Influences; Social Environment + Suchen Sie Ihr Suchwort? Informationstechnologie; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsentwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Interviewing; Interviewtechnik; Codierung; Programmierung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sozialer Einfluss; Soziales Umfeld
Abstract	Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed methods study, we examine the supportive and obstructive career-related experiences of 13 men and 13 women (modal age 25). Interviews focused primarily on the pathway toward or away from an information technology (IT) career. Thematic coding indicated that parents were mostly supportive, while experiences in school and work occasionally made individuals reconsider their career plans. Social influences often changed developmentally as participants entered full-time jobs. Gendered participation in IT was often attributed to women's perception that it is a male-oriented field. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10