Adolescent perceptions of career concern and how these perceptions change from grades 7 through 12

ix, 154 leaves ; 29 cm. --A qualitative approach was used to research adolescents' perceptions of career concern and how these concerns change from Grades 7 through 12. Recently, there has been increased involvement of students in adolescent needs assessment research. This is a recognition that including students' perceptions may increase the accuracy of results, as adolescents may be the bast source for identifying their own needs. The students involved in the study attend schools throughout selected communities of Southern Alberta; 9,502 students in Grades 7 through 12 responded to the CCNS (Comprehensive Career Needs Survey) and comprised the total population of participants. Student responses to the research question, "What discourages you when you think about your career?" in the CCNS ware randomly extracted from this population. Communities ware separated into sample sizes with populations of under 1000, between 1000-10,000, and more than 10,000. Within each community category, twenty randomly selected responses were collected, analyzed and compared to generate broad themes from each grade level. Twenty-seven themes emerged from the participants' responses, which were then compared and reviewed as to their frequency relative to each theme. A grounded theory approach to data analysis was used and revealed that adolescents confront a system of core thematic issues that arise in response to their dealing with age-graded development tasks, social expectations, and personal projects. These core themes ware discovered to stem from extrinsic and intrinsic forms of concern that adolescents consider to be problematic along than career paths. Those concerns include distinct issues related to (1) learning, (2) security, (3) satisfaction, (4) failing, and (5) commitment. The implications for career professionals are discussed and directions for future research are suggested.Page 133 appears twice in the book