It is often assumed that graduating engineering students readily envision what it means to be an engineer and what type of work they will be doing as engineers in the future. How can one know if this is true? This research begins to answer these questions by aiming to understand undergraduate engineering students' perceptions of themselves as…

In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their…

Research focused on two factors that may be influencing females in choice of careers. Factors are role-specific self-concept in science and self-perception in terms of stereotypical masculine and feminine characteristics. Logical ability and mathematics and science courses were also examined as factors in career choice. Results of data for 177…

A class with a unit on "careers" reads novels, biographies, plays, and books of nonfiction whose main thrust is the illumination of one or more individual's relationship with a career. Students learn the practical aspects of a given job but also get inside the worker's thoughts, feelings, and experiences. (MLW)

Reflects on interviews with teachers who were asked reasons for choosing teaching as an occupation, their perceptions of teachers' major functions and purposes within the classroom, and how these coincide or conflict with their perceptions of self. (MLF)

Evaluation of career self-efficacy perceptions of 286 ninth- and eleventh-grade students (about 40% in classes for gifted students) found that the overall influence of gender on career self-efficacy was small, with achievement a more powerful predictor than gender. Gender did not account for variance in interest in particular occupations. (DB)

The author discusses a career decision-making program which she designed and implemented using a pyramidal model of exploration, crystallization, choice, and classification. Her article outlines the value of rigorous evaluation techniques applied by the local practitioner. (MF)

A pre- and posttest academic year longitudinal design was used to document the early transition experience of adult women entering or returning to college who differ along motivational dimensions and expectations. In 1981 and 1982, two cohorts of volunteer subjects were recruited from Fordham University's EXCEL program, a special entry program for…

This self-appraisal instructional guide provides the instructor with the required information and supporting materials to teach this developmental career guidance course. In addition to introductory materials, this guide contains seven units on the following topics: (1) understanding yourself; (2) attitudes; (3) interests; (4) abilities; (5)…

Four hundred forty six female university students who had completed at least five courses were tested for self-schemas in math/science ability. One hundred eighty-four of the women had taken or were taking more than the required one basic math or science course. It was found that 35.0% of the women in the sample could be classified as having a…

The five units for grades 7 through 12 contained in this booklet are intended to assist students in developing awareness of sex-role stereotyping barriers that they might erect and that could affect them and others as they make career-related decisions. All units are designed for groups composed of males and females. Each unit has these…

This document contains the career development scope and sequence and 39 lesson plans for career guidance activities, for grades K-5, 6-8, and 9-12, developed for use in the Neptune Township Public Schools (New Jersey). Each one-to-two-page lesson plan includes information on subject area, competency, indicators, lesson objectives, resources, time…

This learning activities book contains guidance and counseling activities. It establishes goals for Nebraska middle/junior high and senior high schools covering three major areas--learning, personal/social, and career--with four separate goals under each area. After an introduction, the following information is included: Nebraska career guidance…

The guide is intended to develop realistic self concepts and goals as a basis for wise career and educational decisions by mildly retarded, neurologically impaired, and perceptually impaired students. An initial section lists learning charcteristics of handicapped students and pairs them with suggested teaching procedures. Lessons with objectives…

Outstanding elementary school teachers (N=24) were interviewed about their attitudes, values, and perceptions of themselves and their work. Question topics were: (1) influences on the decision to become a teacher; (2) student teaching experience; (3) special pride in incidents or events; (4) effective teaching approaches or techniques; (5)…