Career Choice Factors
1
CAREER CHOICE FACTORS OF HIGH SCHOOL STUDENTS
By
Michael Borchert
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Science Degree
With a Major in
Career and Technical Education
Approved: 2 Semester Credits
____________________________________________________
Investigation Advisor
The Graduate College
University of Wisconsin-Stout
December, 2002
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The Graduate School
University of Wisconsin-Stout
Menomonie, WI 54751
Abstract
Borchert Michael T.
(Writer) (Last Name) (First) (Initial)
Career Choice Factors
(Title)
Vocational Education Dr. Michael Galloy December/2002 82
(Graduate Major) (Research Advisor) (Month/Year) (No. of Pages)
American Psychological Association (APA)
(Name of Style Manual Used in this Study)
Many factors affect career choices of high school students. Identifying these
factors would give parents, educators, and industry an idea as to where students place
most of their trust in the career selection process. It would also allow students to examine
processes they use for career selection. The literature review has provided recommended
models in career choices. The review of the literature showed that three areas of a
student’s life affect the career choices they make: environment, opportunity, and
personality. All three played varying roles in career outcomes. This study attempted to
identify to what extent these factors played a role in career choice and which were most
important. Data was collected from seniors at Germantown High School, using a survey
form. Specific objectives of the study were the following:
1) How influential were factors of personality in making career choices?
2) How influential were factors of the environment in making career choices?
3) How influential were the factors of opportunities in career choice?
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4) Which areas of personality, environment, or opportunity were most important
to the students?
The study’s significance of the study includes the following:
1) Some students do not begin to explore ‘real’ career possibilities until after high
school graduation. Technical colleges might more aggressively inform students earlier in
their schooling, of information, knowledge, and skills they could apply to their daily
studies.
2) Some students do not seriously consider many alternative choices in career
selection. Sources of influence, such as parents or mentors, could be brought into a circle
of counseling and discussion to help the student form a comprehensive career plan or
outline.
3) Industry could see where, why, and when it could be beneficial for them to
invest resources for the purpose of training, while still in technical schools.
4) If career planning were done in an efficient manner, students would at the very
least be following a career plan of informed decision-making, rather than one of
happenstance.
The researcher will analyze the collected information and identify any existing
trends. In addition, he will suggest and explore implications and recommendations.
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ACKNOWLEDGEMENTS
In my search for knowledge and experience in life, I am reminded more and more
just how lucky I have been. This paper in particular and my degree in general would not
have been possible if not for the reassurance and help I got along the way. Gayle, my
wife, never doubted me; she gave me the support I needed to accomplish what I only
envisioned. Gayle is truly my inspiration. My daughters, Megan and Corie, understood
what this undertaking meant for their dad and helped out immensely, both in spirit and in
taking up the slack around the house. I hope their life endeavors will meet with the same
loving guidance. Mrs.Diedrich, an educator our entire family has known through the
years, gave me the courage to see that the trip was worth the journey. Mrs. Barnes, Susan
Wolff, and the Germantown High School staff helped me attain the goal I started out for
in choosing the topic I did. I thank Moraine Park Technical College of West Bend for
giving me all the support a student could need in the field of adult education. This topic
was dear to me in several ways. If just one student sees how career choice is one of the
most important life decisions he or she will ever make, the work will have paid off.
The friends I have made not only as instructors, but also truly as life advisors will
assist me throughout my lifelong endeavors. I was truly fortunate to have Dr. Mike
Galloy as my first and last instructor and advisor for this paper. His balance as an
instructor is a talent and a gift I can only hope to emulate in any instructional capacity I
pursue. Dr. Galloy has helped me find stability in my studies many times, when I thought
I was lost. Thank you, Mike. Dr. Amy Gillett, you showed me that learning any subject is
possible. With the attitude you possess as an instructor, students cannot lose. I will
always be reminded of that. I thank the entire staff of the UW-Stout campus, including
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the library staff, for time spent there and through distance learning. The Stout
Community has given another student a lifelong friend.
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TABLE OF CONTENTS
TITLE PAGE……………………………………………………………………………...1
ABSTRACT……………………………………………………………………………….2
ACKNOWLEDGEMENTS……………………………………………………………….4
TABLE OF CONTENTS………………………………………………………………….6
LIST OF TABLES………………………………………………………………….……..9
CHAPTER ONE – Introduction…………………………………………………………11
Factors in Career Choice………………………………………………………....11
Statement of Problem…………………………………………………………….16
Purpose of the Study……………………………………………………………..16
Research Questions………………………………………………………………16
Significance of the Study……………………………………….………………..17
Assumptions……………………………………………………………………...17
Limitations……………………………………………………………………….18
Definitions………………………………………………………………………..18
Summary…………………………………………………………………………19
CHAPTER TWO – Introduction………………………………………………………...20
Environment……………………………………………………………………...20
Opportunities……………………………………………………………………..24
Personality..………………………………………………………………………35
Summary…………………………………………………………………………40
CHAPTER THREE – Introduction………………………………………………………42
Description of Methodology……………………………………………………..42
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Research Design………………………………………………………………….42
Pilot Studies……………………………………………………………………...43
Description and Selection of Subjects…………………………………………...43
Instrumentation…………………………………………………………………..44
Data Collection…………………………………………………………………..44
Instructions to Subjects…………………………………………………………..45
Data Analysis…………………………………………………………………….45
Summary…………………………………………………………………………45
CHAPTER FOUR – Introduction………………………………………………………..46
Demographics……………………………………………………………………47
Research Question One…………………………………………………………..53
Research Question Two………………………………………………………….55
Research Question Three………………………………………………………...59
Research Question Four………………………………………………………….62
Responses to Survey’s Open Questions………………………………………….64
CHAPTER FIVE – Introduction…………………………………………………………66
Discussion of Research Question One…………………………………………...66
Discussion of Research Question Two…………………………………………..67
Discussion of Research Question Three…………………………………………69
Discussion of Research Question Four…………………………………………..71
Student’s Career Choice Options………………………………………………...73
Conclusions and Recommendations for Further Study……………………….…74
REFERENCES………………………………………………………………………......76
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APPENDICES………….………………………………………………………………..80
Consent Form………………………………………...…………………………..81
Student Survey…………………………………………………………………...82
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LIST OF TABLES
Table 1: Gender…………………………………………………………………..………47
Table 2: Birth Order Within Family……………………………………………….…….48
Table 3: Highest Education Level of Both Parents………………………………………49
Table 4: Time Spent Researching Career Choices…………………………………..…..49
Table 5: Grade Started Thinking About Career Choices………………………….……..50
Table 6: Grade Point Average……………………………………………………..……..51
Table 7: Students Receiving a Paycheck…………………………………………….…..52
Table 8: I Have Definitely Made a Career Choice………………………………………53
Table 9: Environmental Factors Do Affect Career Choices……………………….…….54
Table 10: Opportunity Factors Do Affect Career Choices………………………………56
Table 11: Personality Factors Do Affect Career Choices………………………………..56
Table 12:.…………………………………………….………………………………..…57
Table 13………………………………………………………………………………….57
Table 14………………………………………………………………………………….58
Table 15……………………………………………………………………………...…..58
Table 16……………………………………………………………………………...…..59
Table 17: Personality Factors Do Affect Career Choices………...……….….………….60
Table 18………………………………………………………………………………….60
Table 19………………………………………………………………………………….61
Table 20………………………………………………………………………………….61
Table 21……………………………………………………………………………...…..62
Table 22……………………………………………………………………………...…..62
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Table 23: Student’s Comparison Of The Career Choice Factors- Environment,
Opportunity, and Personality……………………………………………….....63
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CHAPTER ONE
Introduction
Career selection is one of many important choices students will make in
determining future plans. This decision will impact them throughout their lives. The
essence of who the student is will revolve around what the student wants to do with their
life-long work. Basavage (1996, p.1) in her thesis asked, “What is it that influences
children one way or another?” Over the school’s front door at Rindge School of
Technical Arts is the saying, “Work is one of our greatest blessings. Everyone should
have an honest occupation” (Rosenstock & Steinberg, cited in O’Brien, 1996, p. 3).
Every student carries the unique history of their past and this determines how they view
the world. That history created, in part by the student’s environment, personality, and
opportunity, will determine how students make career choices. It then follows that how
the student perceives their environment, personality, and opportunity also will determine
the career choices students make.
Factors in Career Choice
The first factor in career choice, environment, may influence the career students
choose. For example, students who have lived on an island may choose a career dealing
with the water, or they may choose to leave the island behind, never to have anything to
do with water again. Maybe someone in the student’s life has made a significant impact
or impression, leading to a definite career choice. Parents’ educational background may
influence student views on whether or not to continue their education. Someone they saw
on television may have influenced the student, or parents may have demanded that they
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assume a family business. These are various environmental factors that would lead a
student to a chosen career.
How students have seen themselves in a role in which personality is a determining
factor may influence a chosen career. Some careers demand that you have the personality
to match the qualities of the occupation. For example, sales people have to be outgoing.
Splaver (1977) said “personality” plays an important role in the choosing of the right
career. A student’s personality must be a self-motivated type, as to investigate career
possibilities from early on in their lives, and not the procrastinating type that waits until
they are compelled to decide. Students must take seriously the role grades play in limiting
opportunities in the future. Splaver went on to say, “It is important for you to have a good
understanding of yourself, your personality, if you are to make intelligent career plans”
(Splaver, 1977, p.12).
Opportunity is the third factor that has shaped career choices for students.
Opportunity may influence how students have perceived their future in terms of the
reasonable probability of a future in particular career fields. The issue of poverty has
played an important determining role in the opportunities available to all. The income
level of high school families may determine what career a student chooses during a
specific time in the student’s life; choices that will determine a large part of that student’s
future. Some students will have to budget education according to their personal income.
Thout (1969) addressed those in desperate need, “Where necessary, these persons
[Individuals described as living under the poverty level] must be assisted through special
training programs to overcome educational and social handicaps so that minimum job
standards can be met” (p. 1). Students in many cases will need the proper mentoring
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opportunities to succeed. These support groups will be another opportunity that if
properly implemented, can help a student in the career choice process. The support
system must have been in place and readily available for the student to utilize. The
creation of support groups will have to be in place to sustain the student through times of
financial, emotional, and educational need.
In a dissertation by Thomas O’Brien (1996), the subjects were based on case
studies of six different high school students ‘interested’ in enrolling into a program titled
Workbound. Workbound is considered an opportunity only available to some students
during their high school experience. The perceptions of these students upon entering a
structured cooperative work program varied from “eager” to “skeptical and suspicious” to
“a resume´ builder.” Students see the world in many different ways according to O’Brien.
The various views were described in the interviews that took place during
implementation of that Workbound program. Opportunities that students pointed out in
these interviews motivated students to pursue future career choices with every one of
theses students. These motivational values will affect them for the rest of their lives. The
perceptions and eventual decisions these students made were based on the microcosm of
the previous opportunities during the first seventeen to eighteen years of their lives.
These formative years include the history from which students draw, to make decisions
concerning the rest of their lives. That is not to say there isn’t a time later on in life for
modifying and re-grouping; however, this will not come without cost.
In an attempt to see how students took advantage and followed through on
opportunities, the researcher interviewed University Wisconsin-Stout’s Assistant Director
of Admissions, Barbara Tuchel, who indicated that students take the path of least
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resistance to enter the University. If a parent had exerted enough pressure on the student
to enter a particular career field and the student had no current plans, then students
followed their parents’ suggestion. Tuchel thought that students should be thinking about
career decisions in their senior year of high school. It should become apparent at that time
that the student will have to do something. Tuchel stated that the environment plays a
large part in a student’s career choice. Students traditionally stay at home to either obtain
education or start employment. Tuchel mentioned that marriage also played a large part
in career decisions. She stated that the economics of marriage either solidified the
commitment to go on to higher education or stopped career plans short, depending on the
stability of the marriage (B.J.Tuchel, personal communication, June 18, 2002). Examples
such as these are opportunities that can play a large determining factor in student’s career
choice.
The researcher chose Germantown High School (GHS) as the research study
area.. GHS is located in a suburb northwest of Milwaukee, Wisconsin. There are 1,250
students attending GHS, grades nine through twelve (Germantown, 2002). High school
seniors of this school should already have started to make decisions on career choices.
These choices will be based on perceptions of their environment, their opportunities, and
their perceived personalities.
Environmental determinants in Germantown have included the economics of the
student’s neighborhood. Germantown’s students have access to academic, technical,
public and private colleges in the area. Other environmental determinants would include
recreational facilities and articles the student has seen in local papers or on the television.
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The student’s support sytem made up of parents, relatives, siblings, peers, teachers, and
counselors may be the most environmental factor.
Industry provided many opportunities for the students of GHS in the local area. In
an interview with the researcher, Mr. Kenneth Heines, president of KLH Industries in
Germantown, stated that he wished there would be a more ongoing effort to motivate,
educate, and direct students in the direction of the machine trades. He felt that students
were not being told on an equal basis, by career counselors, the success stories of those in
the trade at present; compared to those that pursued a traditional four year college
profession. Some of his employees had at one time floundered in a previous career.
Eventually frustration took these students down the path of investigating the technical
trades more thoroughly. With the education they received at the technical college, along
with the support of business, they then attained a much better quality of life than before
(K.L. Heines, personal communications, May, 2002).
Educational opportunities for high school seniors at Germantown High School
include the Wisconsin State College system, many private colleges, and three technical
colleges, including Milwaukee Area Technical College (MATC), Waukesha County
Technical College (WCTC), and Moraine Park Technical College (MPTC). There is a
rich diversity of jobs available, from manufacturing, service, health, military, and the full
gamut of professional positions. MATC is the technical college that students from
Germantown High School would most likely attend upon graduation. MATC boasts a
curriculum that offers 150 associate degrees, and that students could benefit from career
planning, counseling, and employment development through career counseling at
(Milwaukee Area Technical College, 2002). The students at Germantown High School
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are likely to have considered MATC in their exploration to determine a career path.
MATC should be considering GHS students as potential students, getting information to
the high school students ready to graduate. As we can see, there are many opportunities
or paths to be explored by high school students. High school seniors will have
accomplished choosing a career choice if a complete, thoughtful, educated decision was
made evaluating all of the factors possible in career choice process.
Statement of the problem
There is no clear process that students at Germantown High School have used to
make career choices. Students at Germantown High School should have the opportunity
to explore all of the choices available in order to make a logical, educated plan when
choosing a career.
Purpose of the study
The three major areas affecting career choice were environment, opportunity and
personality. The purpose of the study was to identify the most important factor within
these three factors that 2002 Germantown High School senior students used in deciding
upon career choices. Identification of these factors obtained through a survey instrument
will assist in the dissemination of information to Germantown High School students
utilizing factors that students have chosen.
Research questions
The questions of the research were the following:
1) How significant were factors of the environment in making career choices?
2) How significant were factors of opportunity in making career choices?
3) How significant were factors of personality in making career choices?
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4) Which factor, environment, opportunity, or personality, was most significant
to students at Germantown High School?
Significance of the study
The significance of the study was as follows:
1) Some students did not begin to explore ‘real’ career possibilities until after
graduation. Academic colleges, technical colleges, industry, and armed forces could
provide students with relevant information earlier in their schooling. They could be more
aggressive, giving students information they could test and use in their daily studies and
apply to their career choice.
2) Before graduating, some students have not considered enough alternative
choices in career selection to justify making an informed decision. Sources of influence
such as parents or mentors could be brought into a circle of counseling and discussion, to
help the student form a comprehensive career plan or outline.
3) Industry could examine where, why, and when it could be beneficial for them
to invest resources to train and educate students.
4) If career planning were implemented in an efficient manner, students would at
the very least be following a career plan of informed decision-making, rather than one of
happenstance.
Assumptions
Assumptions of the study were as follows:
1) That students want to have control over their career choices.
2) That at any level of endeavor, students have taken the issue of career choice, to
be one of the most important facts determining the quality of life.
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3) When answering the surveys, students have given honest answers.
Limitations
Limitations of the study included the following:
1) While the size of the study was large enough to conclude reasonable
assumptions, the sample data was obtained from one senior class in one high school in a
particular geographic location and may not have been indicative of the larger population.
Validity of the survey has relied on the students’ genuine and thoughtful response.
Definitions
For clarity the terms used in the study were defined as follows:
Career choice
– The broad opportunities that exists for life long vocations. These
vocations are set out in a framework of strategies moving toward personal goals. Fields
of vocational, academic, and sociological endeavors are explored for the purpose of
satisfying personal, economic, and intellectual goals.
Environment
– The complex physical factors that make up our surroundings
(Britannica, 2002), and in turn act upon us. For the purposes of this study they would
include the forces of family, political, social, and economic issues that both typical and
non-typical students may deal with on a day-to-day basis.
Motivation
– Forces acting on or within a person causing an initiation of behavior
(Britannica 2002) or what it is that moves us. In this study we will deal with the issues
that help or hinder students in making career choices.
Opportunity
– Those choices in one’s life which are exposed either in a subtle or
obvious manner. These choices or paths give the individual a selection between two or
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more outcomes. The outcomes of one’s choosing may or may not exceed one’s present
abilities.
Personality
– A characteristic way of thinking, feeling and behaving (Britannica,
2002). The personality is the collection of impressions in the appearance of the student’s
body and the impressions believed to have been made on others, good or bad.
One’s personality may embrace attitudes and opinions that affect the way we deal with
interactions of people and, in particular to this study, the situations of choosing a career.
Quality of life
– The depth in the content of richness and fullness in our day-
to-day existence. This includes observed and unobserved criteria that contribute to the
fulfillment with our expectations and aspirations.
Summary
Exploration of career choices should be a positive endeavor for high school
students. A thoughtfully constructed career choice process will provide a meaningful,
productive, satisfying quality of career choices. A career choice process or outline might
provide better answers than making life decisions based upon 18 years of experience.
This study has explored how and when input into the career decision process could make
a positive impact.
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CHAPTER TWO
Literature Review
Introduction
This chapter reviews the literature that described the student career choice
process. The body of literature available for review encompassed many volumes.
Therefore, this review of the literature focused on 1) how environments in which students
find themselves have lead them in a particular direction, 2) how opportunities might have
influenced a student’s career choice, and 3) why the perceptions of one’s personality may
have determined the route they took in their career choice process.
Environment
Throughout a career, an individual seeks to accommodate the environment with
one’s goals, while at the same time being incorporated into the environment (Kroll,
Dinklage, Lee, Morley, & Wilson, 1970). Career development is the balancing of
recognizing and meeting needs of the individual while at the same time responding to the
outer forces and realities of life. Career decision factors involve two sets of input: the self
and the world of work. The individual in a career has constantly balanced one’s
aspirations and how they have fitted into the reality of the workplace. “Man’s occupation
determines the kind of person he becomes since, through his waking hours, his cognitions
about himself, his wants and goals, and his interpersonal response traits are molded”
(Kroll et al., 1970, p. 19). Kroll went on to say that much of the informal and formal
knowledge provided through our society and our environment has focused on the
acquisition, retention, and utilization of information pertaining to the world. We have
observed that both the self and the world emerge as important factors in the constructs
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that we have attained, in that they have become the important features in the acquisition,
retention, and translation of information about one’s self (Kroll et al., 1970).
Environment plays a significant role in the career position the student attains in
many ways. The environment that is spoken about here is a factor that is used to nurture
decisions in career choice. Gender, for example has played a significant role in this
environment. In a statement released to the press on the thirtieth anniversary of the Title
IX barring of the sex discrimination, Marcia Greenberger (2002) of the National
Women’s Law Center stated that boys are still being steered toward the traditional ‘male’
jobs, which are higher paying. Girls are still expected to cluster into the traditional fields
of cosmetology, childcare, and other similar jobs. In Florida for example, “99% of the
students in cosmetology are female, while 100% of the students taking plumbing are
male” (Greenberger, 2002, p. 2). While it should be noted that lawsuits were filed in
these cases, not all states were guilty of gross failure on the part of technical school to
desegregate the jobs to both of the genders.
Schools in some states have been able to do a better job in creating a better
environment for students who want to cross gender lines while choosing a career. Skills
present in males and females alike have been indicative of their vocational interests.
Grace Laleger, in her Ph.D. dissertation, set out to ascertain the skill levels of girls as
they applied to interests that the girls had. The conclusion showed that there was a
disappointingly low correlation of skills to interest (Laleger, 1942). These types of
studies have shown how difficult it is to break the code of motivation that students may
possess. The fact that Laleger’s study was done in 1942 shows that gender bias, and the
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study of it, is nothing new, and may continue to be an always-present part of the career
choice process.
One means of prompting students to participate in the career choice planning is a
mandate to require Southern California’s San Fernando Valley, District C’s students to
submit a description of their plans for some postsecondary education or training to school
officials; or at least explain their future career paths in detail. Under this first-year trial
policy, the graduates have to spell out those goals, which could include college, trade
school, the military, or other options, even if they have not met the requirement to
graduate (Cavanagh, 2002). The intent of the career explanation was to have students
with low expectations talk with counselors about options for advancing their careers in
the future.
However it has been shown that counselors cannot ‘do it all.’ In a chapter titled
“Career counseling realities” (Weiler, 1977, p. 50), Weiler discussed what counselors can
and cannot do. Counselors can draw career preferences to the forefront, in reflecting of
student preferences, clarifying career preferences, summarizing, and encouraging student
career preferences. Counselors should not be engaged with the evaluation for example,
telling the student what they are or are not capable of doing. Counselors should not
moralize or tell the student what they should do, what their motives should be, or
persuade the student to adopt a different point of view. Career counselors are ineffective
if they try to dictate, judge, or decide the student’s values. And finally, counselors should
not make predictions that go beyond the capability of their training (Weiler, 1977).
For students to provide themselves with answers to career choice questions,
decision-making has become a tool to form career choices. Kroll (Kroll et al., 1970) cited
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Super’s own research, which indicates that the decision making process concerning one’s
career is not so much a function of the information amassed to the individual, but more
the process of maturity and planning. Kroll cites Clarke, Gelatt, and Levine in which they
stressed that good decision-making relied upon adequate information and effective
strategies for making choice.
Students can help themselves in to decide myth from reality, communication, and
learning to operate autonomously, are fundamental building blocks used in effective
career planning. In order to succeed in obtaining their goals, students must know what
they want. “Too many of us have been taught to suppress what we want and instead
concentrate on meeting other people’s expectations. In doing this we end up spending
most of our time marching to other people’s drums” (Weiler, 1977, p. 57).
Kroll has provided models of the decision making process. John Dewey’s model
(Kroll et al., 1970) describes five noticeable steps described: the preflective state,
suggestions, intellectualization, hypothesis, and then reasoning. Along the same lines as
Dewey’s description is another from Poyla. Poyla (cited in Kroll et al., 1970) described
four basic areas in the decision making process 1) understanding the problem, 2) seeing
how various items of the problem are linked in order to formulate a plan, 3) carrying out
the plan, and 4) reviewing and discussing the completed solution. Brim, Glass, Lavin, and
Goodman work from different points of view utilizing a basic scientific method exploring
how people make decisions. Their decision making model includes problem
identification, information acquisition, solution production, solution evaluation, strategy
selection, and actual performance with subsequent learning and revision (cited in Kroll et.
al., 1970). Tiedman and O’Hara have stated their process in phases (cited in Kroll et. al.,
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1970). The phases have dealt with anticipation, crystallization, decision, clarification,
implementation or adjustment. Decision making in career choices stated Kroll (et al.,
1970) “is a constant, continuing process even though some decisions are required now
that can be changed later only at great emotional, time, or financial costs to the decider”
(p. 137).
Personal values and desires have seldom been realized without the active and
conscious efforts on the part of the student. The student must be motivated to orchestrate
the outcome. If the student wants to work in the career choice process, the student must
know and understand the realities of that process. Only when the student has developed
awareness, can they begin to avoid dealing with the myths within the process as a whole.
It is at that point the student develops a practical plan of action to get what they want
from the decisions of their career choice. Most students have built career plans on the
myths of what we think should be rather on the reality of what is, so stated Weiler (1977).
Opportunities
Careers and education do not always synchronize the abilities to the
opportunities.” Recent studies show that one in three college graduates could not find
employment requiring a college degree” (National Commission’s website, 1989).
Usually the opposite is true. This is shown to be a new twist on an old line. The study
also stated that relevant work experience has given students an upper hand in building a
career. Experience rather than education seemed to carry more value in some career
choices. A statement from the National Commission on Cooperative Education went on
to say that cooperative education combined educational, financial, and career building
opportunities. High school students (and parents of those students) should be aware of
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opportunities such as cooperative education. The commission stated that cooperative
education, which has existed for over 90 years should be an important criterion for
selecting the right college.
Many times the career that the student may have finally settled on, after much
anguish, may no longer exist when the student is ready. Olsten Corporation, a temporary
hiring agency, stated that as a result of the downsizing and reorganization of the past
decade, many organizations have pared down to "core groups of full-time employees
complemented by part-timers and networks for flexible staffing" (Kerka, 1997,
p. 1). Kerka stated that training to be portfolio workers, managing our skills as if we were
our own job entity, may be the opportunities students will be faced with in the future. He
stated that individuals should consider themselves a collection of attributes and skills, not
a job. The key skills of the portfolio worker are versatility, flexibility, creativity, self-
direction, interpersonal and communication skills, a facility with computer and
information technology, the ability to learn continuously, and the ability to manage work,
time, and money (cited in Kerka, 1997). This would be quite different from the traditional
view as is known today. Lemke says fundamental changes of attitude and identity will
have to be made.
In sharp contrast to the opportunities that students were presented with in the past
was the following example:
Important events occurred in the 17 years separating the class of ’55 and the class
of ’72, including the Vietnam War, the student unrest of the 1960s, a dramatic
increase in the number of service-rendering jobs, and a corresponding decline in
the number of goods producing jobs, a significant increase in low cost, easily
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26
accessible post-high school educational opportunities in New York State, and
changes in the minimum wage law which place young, inexperienced work
seekers at a disadvantage in competing for jobs with older, more experienced
workers. (Heyde & Jordaan, 1979, p. XV)
Timing and location as opportunities are very important in fulfilling aspirations. Students
have shown all the ambition, talent, and skill needed for a particular careers, but if the
student has not capitalized on the right locale at the right point in time, his hopes for that
productive career are reduced or nil.
Students have only developed acceptable concepts of career patterns, or life
strategies, if occupational opportunities are present after high school graduation. After
graduation, opportunities must present themselves in order to make the most of students’
abilities. Spangler presented two completely different scenarios in his thesis concerning
the opportunities of two hypothetical students. In the first example, ‘Carl’ struggled to
make ends meet while supporting a family and finishing an education in a skilled trade.
The second example was a student who made an “uninterrupted” move from high school
to college, just three months after graduation (Spangler, 2000). All students have seen
themselves somewhere on this continuum. In commenting on opportunity, Weiler stated,
“No one wants to feel that they lack power over their own lives” (Weiler, 1977, p. viii).
Students must honestly evaluate where their best opportunities lie and which ones they
can use to the students’ best advantage.
Finding those opportunities may involve many different strategies. J. Rawe
reported that mechanical-engineering student Elisabeth Rareshide, 22, who graduated
with an ‘A’ average from Rice University in Houston (class of 2002), had to scramble to
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27
get work. Her suggestion? After 30 on-campus interviews, she had to broaden [italics
added] her search immediately (cited in Time.com, 2002). If she had not changed
strategies, her career opportunities would have been limited substantially.
What are some opportunity factors considered important for obtaining a job?
Opportunities in career choice would include academic settings, technical schools, entry-
level job openings, job shadowing, vocational guidance, job placement, and industry
contacts. Super (Super, 1957) stated, surprisingly enough, that intelligence has little to do
with getting entry-level positions; rather, maturity, as in physical size and manner, is
valued more by the employer than intelligence. An academic background that closely
meets the desired qualifications for a job is a critical factor. Likewise shop skills are
essential for some jobs in that they would benefit someone pursuing a machine trades
career.
Extracurricular activities are beneficial to a job hunt. A record of clubs and
activities provides evidence of leadership and the ability to work in groups. The careers
most suited for someone with many extracurricular activities on her/his resume´ are sales,
junior executive positions, and an educational career. Work experience has been seen as
the way a student demonstrates responsibility and dependability. Those that are in the
position to have the best contacts are students with parents who hold supervisory or
executive positions. Super stated that can be a hard fact to face, sometimes it is not what
you know, but who you know (Super, 1957). Schools and employment services have
played a huge role, therefore, in the social mobility of students entering the workforce.
Schools and employment agencies have matched the qualifications of the job to the
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28
education level of the career seeker, using computers, and eliminating barriers of distance
quite easily.
Vocational guidance is a final factor in getting a job. Vocational counseling could
reduce the number of changing vocational choices early in one’s life. Psychological
testing, one means of helping a student focus on an appropriate career choice, resulted in
better employment records, as shown for example in the stability, promotions earnings,
and employer ratings throughout the student’s career (Super, 1957).
The researcher has shown that many opportunities to help students make career
choices, but students must be made aware of the existing resources. During the
1994/1995-project year, only four secondary-school sites in Wisconsin were selected to
participate in an integrating vocational/ learning program (Thuli & Roush/Phelps, 1994).
How many students were aware that vocational/ learning programs existed? A student
might have been lucky enough to have had their school be one of the four that
participated in the ‘High Schools that Work’ program, and the student might have taken
advantage of that program. Opportunities are not always equal across the state and
country. These four high schools were ones that did away with generalizing academic
courses and exposed students to a curriculum that provided the challenging academic
content traditionally taught in college-prep schools (Wonacott, 2002).
Issues of ‘Tech Prep’, a national program, have been: whom ‘Tech Preps’ should
serve, how should employers contribute, and what kind of articulation agreements should
exist between high schools and technical colleges (Imel, 1996)? Again, the researcher has
seen great variety from district to district in the administration of educational programs to
vary from district to district.
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29
Tech Prep, a program started in the 1980’s with the work of Dale Parnell, is
another opportunity that may or may not have been a part of a high school student’s
thought process. This articulated secondary-postsecondary program provides technical
preparation in an occupational field. Tech Prep integrates academic and vocational
education, usually leading to placement in employment. Scruggs explained that it did not
become widespread until the Carl D. Perkins Vocational and Applied Technology Act of
1990 provided federal funds for Tech Prep in every state (cited in Imel, 1996). In 1995,
Silverberg and Hershey evaluated Tech Prep nationally:
- Only half of the nation’s school districts are involved in Tech Prep consortia,
and of those that are, only a small fraction of the students in these districts are
actually participating.
- Participation in Tech Prep is not reflective of the general school population.
Tech Prep students are concentrated in the Southern United States and
suburban areas, even though urban areas have the ability to concentrate and
serve more students.
- Racial and ethnic make-up of Tech Prep students differs from the general
population. Tech Prep students are more likely not to be members of a
minority group.
- The secondary or high school level is affected the most, due to curriculum
changes that must be made. (cited in Imel, 1996)
Also noted in Imel’s work was a study done by Hersshey, Silverberg, and Owens in 1995,
concerning how tech prep programs differentiated from state to state. Some states
considered it a high tech form of vocational education applicable to only particular
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30
students and particular occupations. In other states it was an upgrading of vocational
programs via supplementation of applied academic courses (Imel, 1996).
Different interpretations have also lead to varying implementations, especially
when the programs themselves are governed by the state’s department of public
instruction and the vocational school board simultaneously. For example, the state may
have mandated high school initiatives while a vocational school board regulated the tech
school initiatives. It is then clear that students are not exposed to the same opportunities
statewide. Students might not have understood what opportunities were available to
them, unless presented on a student-to-student basis. The opportunities, education, and
training may have been presented to some students. If the programs have not been
implemented in a standard, consistent, and timely manner, rather than in a haphazard
approach, the students might see as prejudice, or a weakness in the program to avoid, a
lost opportunity. Students do not want their cohorts given more or less benefits when it
comes to educational opportunities. Students want to be treated as the adults they are
expected to become, on an equal opportunity basis, so that they can make the best
possible career choices.
The loss of any opportunity, for whatever reasons, will result in the student not
building the successful history needed to realize goals. There has been research dealing
with the student’s inability to focus their career choosing abilities. Super stated,
The term floundering has been used by some sociologists to describe the
experiences of young workers who try one job, then another, and then another,
sometimes for a succession of five or ten short-lived jobs, each job having little or
no relationship to the others… there is no sequence or progression, nothing in one
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31
job that draws experience in the preceding job or that leads logically to the next
(Davidson & Anderson, cited in Super, 1957, p. 112).
Joann Deml, career advisor for the University of Wisconsin-Stout and Lia Reich
(2001), graduate student in counseling, discussed the factors that enrich students’
potential for career success. Work internships and work experience provide students the
chance to explore while also providing valuable experience along the way. Deml stated
that students need to learn how to sell themselves, a valuable asset to getting in the door.
Maturity may be the result of these types of career experiences, which should be included
in a plan to insure career choice success.
Much of the literature concerning career choice discusses the need for students to
investigate. The student must have investigated, brainstormed, and tried alternate
methods, rather than giving in to first opportunity available. The student must not have
been satisfied with the easiest opportunity that comes along. In fact, the constant career
exploration could be adopted as a lifelong strategy throughout one’s life (J. Deml & L.
Reich, personal communication, June 18, 2000).
During the 2001 recession, the Bush Administration had funding for federal job-
training programs for young adults, even though independent studies have shown that
every dollar spent on programs for disadvantaged youth, such as Job Corps, saves about
two dollars through increased productivity and lower costs related to crime and welfare
(Time.com, 2002). Opportunities can depend upon economic cycles. The student must be
aware of such factors and their implications regarding opportunities.
While employers need some skill level in order to attain entry level positions,
many companies have developed career development programs to support and motivate
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employees to continuous and life long learning. Filpszak and Hequet are cited in
Lankard/Brown’s article (1996b) stating that companies like Hewlett-Packard have a
career center at some sites where employees “research jobs that interest them or take
assessments to help them discover potential interests”(Filipczak, 1995, p. 34, cited in
Lankard/Brown, 1996b ¶ 11). TRW, Inc. in Cleveland suggests is that workers should
consider lateral moves, to areas of the organization poised for expansion. Amoco
Corporation has initiated a career management process to assist workers in looking
beyond their jobs to reflect on the marketability of their skills inside and outside of the
company. These are opportunities that entry-level students should consider when
choosing a career path.
The School-to-Work Opportunities Act authorized money to help students make
the move from high school to work. There have been varying models of this successful
program, reflecting the settings in which they have been implemented. Lewis (cited in
Lankard/Brown, 1996a) stated that there are opportunities to highlight successful
programs. These successful programs have included employer partnership with schools.
Commitment and support are required from schools, businesses, postsecondary
institutions, community partners and parents. Adequate financial support must be insured.
Integration of academic and vocational learning must be supported. The program must
have appropriate sequences of learning experiences along with career information in the
development of the student’s own interests, goals, and abilities. Programs of this nature
have shown their worth and warrant further investigation by students involved in the
career choice process.
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People who have been in the job market for over ten years, are well aware of
economic trends or swings. Some have been mild, others protracted. Some of these trends
have affected areas of the local economy; some are worldwide. Time.com stated that a
student’s B.A. in psychology wouldn’t get them very far with the class of 2002, but two
years ago a liberal arts majors could have expected multiple offers from dotcoms along
with a signing bonus. Students may have decided their major area of study during the
“internet bubble” and continue to do most of their job search online (Time.com, 2002).
The student must base their career choice not on a fleeting opportunity, rather an
opportunity that implies real potential. The effects of September 11, 2001, have
compounded the downward spiral in the economy. Students might have chosen a career
based upon a skewed but realistic view of industry at that point in time. Students might
also be pressured to take whatever is available, rather than wait for their real choice to
become favorable again.
At the end of some job lines, behind many college students are the high school
students who may have lacked either money, or the grades, or the inclination, for higher
education. This line suggests an example of yet another set of opportunities that present
themselves as the result of many economic factors in combination. Northeastern
University economist Andrew Sum pointed out that one in ten teenagers lost a job during
the onset of the 2000 recession (Time.com, 2002). It is not easy for the student to sort out
what is a long-term career choice factor, and what is just a blip in the economy.
Change itself in the workplace has affected careers and career development.
Mergers, acquisitions, reengineering, and downsizing have influenced employment
patterns and altered the career directions of many. “Resilience” is the term Bettina
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34
Lankard/Brown has used in her article concerning the temporary nature of all jobs
(1996b, p.1). This concept can be applied to high school students starting out their career,
and seasoned veterans alike. Brown cited Waterman, Waterman, and Collard
(Lankard/Brown, 1996a) and emphasized self-management and self-development. During
the 1960’s, the employer/employee relationship was characterized as a parent/child
relationship. Industry provided jobs that were narrowly defined, along with status in
community and job security. The employee provided hard work, loyalty, and good
performance. Thirty years later the relationship between employer and employee has
become a partnership. The worker must be employable rather than loyal today.
Employable has come to mean that the employee has developed and maintained skills, is
reliable, has a plan for enhancing her performance and long-term employability. High
school students should capitalize on this lesson. Fox (cited in Lankard/Brown, 1998) said
attitude is a key in the ability to become career resilient. Fox said employees must be
either growing or decaying. They must learn to live with chaos, be selective about what
they learn, and be unique while pushing to the outer limits.
Sometimes opportunities are not worth the resources invested in them.
Opportunities that seem to lead nowhere should be shelved in lieu of those that provide a
better return. Some opportunities have detoured the paths of some career choices. Alex
Sowma, 18 stated, “At the end of four years, I don’t want to owe an institution upwards
of $50,000 and not have a guaranteed [italics added] job” (Time.com, 2002, p3).
Commenting on a California mandate that required career plans as a requirement of
graduation, Melody Separzadeh, vice president of Taft High School’s senior class, told
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35
the Los Angeles Times, “They feel like it’s none of the district’s business” (Cavanagh,
2002, p2).
In one of three surveys between May 2001 and January 2002 more than 90% of
adults said they encouraged high school graduates to attend a four-year college or
university as a first choice. In the second survey, more than 80% have supported
attending a two-year college or vocational school, while in the third survey more than
57% encouraged enlistment in the military, about the same number who would have
encouraged their high school graduates to work full time. Previous polls have indicated
that parents prefer that their children attend college rather than serving in the military.
Parents have indicated they’d like to have had more access to information on
opportunities and benefits in the military (Maze, 2002).
Personality
Splaver stated (1977) it is important for students to have a good understanding of
themselves, their personality, if they are to make intelligent career plans. What they
would like to be, and what they are like, are determining factors in their career. The
personality factors to be considered include their mental abilities, special abilities, and
interests. Splaver (1977, p.13) considered factors of mental abilities to be “verbal
comprehension, word fluency ability, spatial ability, numerical ability, reasoning ability,
and memory.” Splaver matched careers with abilities in backing up her reasoning. She
urged students to become familiar with their personality in order to guide their career
choice. A developed career plan included evaluation of personality through self-
assessment, and communication with others, another trait that depended heavily on
personality, according to Harris and Jones (1997). Self-knowledge is shown to be a
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36
domain with many pathways (Anderson, 1995). In this domain, self-knowledge is the
first of three integral competency areas stated in the National Career Development
Guideline (National Commission Site, 1989). There have been many examples to
describe the process of self-knowledge. One example would be a student’s critical look at
life’s experiences to enhance their self-knowledge. Another example would be students
using problem-based learning to gain insight into self-knowledge (Lankard/Brown,
1996a). Self -knowledge has been pivotal in career development.
There have been numerous career clusters, as well as career clashers, that coincide
with abilities. The student should become knowledgeable in these areas while searching
for career interests. Once a career has been narrowed down, personality has played a role
in obtaining and keeping employment in the field of choice. Attitudes used in interviews,
along with compatible methods of working within teams and along side co-workers have
depended upon the right personality. Once a career has been secured, ambition and
sincerity, along with promotions may determine an employee’s future.
Personality, the need for the student to have left a favorable impression, is an
important issue during the interview process, prior to being offered a career position.
Personality has been a tough quality for parents and teachers to mold into the individual
especially if the career in question is not in agreement with the student. In addition
contacts are a major job seeking method. The student’s personality must match the
criteria for their chosen career.
It is helpful to consider the attitudes people hold about themselves when choosing
a career (Kroll et al., 1970). Attitudes about personality have been organized into
consistent modes of thinking, feeling and reacting to evaluation of our environment.
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37
Personality is defined as the collection or impressions in the appearance of the student’s
body and the impressions believed to have been made on others, good or bad. These
impressions form the cognition or the understanding in dealing with persons and things.
What makes up the cognitive map or personality may never be fully known.
Everyone shares some factors or constructs. These constructs are personality traits
that become valuable when choosing a career. The environment, such as our formal
education has played a major role in the formation of constructs. Organizations of
personality constructs are evident in three situations. First, the individual sees the factors
that could potentially change personality. Second, only certain environmental factors
impinge upon the individual. These environmental factors enter into the ideas that the
individual has had about themselves. Third, of all the factors that enter into the
cognizance, only a few are perceived, and even those may be distorted or altered to fit the
requirements needed to fulfill the comfort limits of our reality.
The process choice is affected by experience and purpose. One’s experience is
limited by the ability to perceive only what the individual is prepared to perceive. Our
purpose also limits our ability to perceive. Thus experience and purpose have translated
to self and situation, or personality and environment (Kroll et al., 1970). What are
personal determinants? Personal determinants include the entire cluster of our biological
and psychological attributes, as well as behavioral and physical features with genetic
origins. The genetic determinants include sex, physical structures, neurological and
endocrine systems and, to some extent, intellectual and nonintellectual abilities and
aptitudes. Physical appearance such as height, weight, body proportions, structure of the
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38
face, etc. exert influences on others’ reactions toward us and in turn on our self-
evaluations. Rate of maturity is also a determinant (Kroll et al., 1970).
Berne, as described by Weiler (1977, p. 72) stated that there are “coherent
systems of thought and feelings manifested by corresponding patterns of behavior.”
Berne went on to identify three ego states that individuals exhibit. The first, called the
‘Parent’ ego, derives from parental figures, figures of authority. The second state, the
‘Adult’ ego, appraises the environment objectively and then calculates possibilities and
probabilities on the basis of experience. And third, each individual carries within a little
boy or girl who feels, acts, talks, and responds just the way he or she did when a child of
a certain age. This ego state is called the ‘child.’ Individuals always operate in one of the
three ego states during any time of the day. Each of the ego states has its importance.
People need all three in order to operate as a complete human being. The important key
to effective and autonomous operation is becoming aware of all the ego states, knowing
which one an individual is operating under at any given moment, and consciously
switching to the ego state that will serve the individual most effectively in specific
situations. Students must realize that there are many voices influencing behavior. Weiler
(1977, p. 86) described it, as “the human condition.” Similarly, Levinson and associates
(cited in Weiler, 1977) talk about mentors:
Throughout his twenties and well into his thirties, a man’s life can be influenced
strongly by his mentors. . . .The mentor serves in a role similar to that of master in
the old master-apprentice system. . . . The young man must in time reject this
relationship, but this is largely because it has served its purpose.
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Super said adolescence is the time for testing the realities of life. It is the movement from
the society of youth to that of adulthood (1957). That change has been described as one
from a majority at school to a minority at work. The student is no longer included in a
group as at school. In the adult world no one will claim the new employee. This definitely
will become a culture change, and that, Super stated is very difficult. In times of full
employment, a job may be promised. In times of economic hardship, the student may
flounder for months or even years. Super stated, that the most common method of
obtaining a job is through someone the student knows, such as a neighbor, the student’s
father or brother, mother or sister, or a teacher at school has taken an interest in a recent
dropout or graduate. Secondly, Super said the process most commonly used for obtaining
a job is through direct application. Making the rounds can be a hit or miss proposition.
The job selection method leaves the student in the same socioeconomic realm as their
contact person, for example, their father (Super, 1957). The types of jobs a young person
may expect to find are based on varying economic conditions and social trends, and
localities (Super, 1957). The personality of the student, whether the student is determined
or not, may depend more on the career outcome, than factors such as education, skill and
ability.
Jobs are sometimes rooted in family tradition and expectations. Many jobs that
young people want do not compare to the job they actually get. Super states that it is
better to treat this as the discrepancy between aspiration and achievement. In that arena
parents tend to try and influence their children to get a better job and have a better life
than they have. This would be especially true among semi-skilled and unskilled workers
and their children. The self-improvement tradition goes back to the Fifteenth Century that
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40
immigrants would leave their homes in order to seek a better life. An important
manifestation of that era meant leaving home, or having to move to another community
and leave one’s kin. In today’s world, one leaves one’s home to attend school, and then to
pursue career opportunities which are better than those found at home. When one moves
up in the socioeconomic world today, it is only human to expect others to value that
which one values themselves. Our parents feel their career goals worthy, and in most
cases will expect their children to follow suit. Thus a student, who has no value in
education, in order to raise themselves above their parent’s level, will likely be viewed as
ungrateful by their parents (Super, 1957). In those cases the student needs to have found a
job/career that started where their parent’s level of ability has left off. When education,
skill, abilities, and interests have not lead to the same level of income producing jobs, the
discrepancy between aspiration and achievement has become a sore issue.
Another discrepancy between aspirations and achievement, is when the
admissions bar has been raised so that the qualifications of the past no longer guarantee
the future. This has become an issue with education and diplomas. Changes in industry
have also been closely related to change in qualifications. The ladder that was the model
for success no longer applies or is restructured so that achievement may not be possible.
Students entering the workforce will have to consider these issues. Planning for such
issues will be essential for success.
Summary
This literary review creates the impression that there are a lot of perspectives from
which career choice has been approached. This review pointed out the many factors that
high school students might face as they attempt to construct a career plan and then act
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41
upon that plan. The purpose of this study is to identify the factors that students have used
in identifying career choices so that the support teams of those students may better aid in
the decision making process. The next chapter will explain the methodology used in the
research method.
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CHAPTER THREE
Methodology
Introduction
This chapter discusses the research design, the research sample, the
instrumentation procedures, data collection and data analysis procedures. Methodological
assumptions and limitations will also be discussed.
Description of Methodology
An anonymous survey was used to collect data for use in the research portion of
the study. It was an anonymous survey. The first part of the survey established
demographic information. The survey used an ordinal ranked series of factors such as
those established in the literature review, which affect career choice. The survey was
designed to be completed in five-minutes or less.
Research Design
The research design used the statistical information to see if dependant variables
relating to environment, opportunity, and personality were significant factors influencing
the career choices of high school students. The senior class of approximately 325 students
was chosen to comprise the population. The control group consisted of subject-based
students intending to graduate within the year. Internal validity was not guaranteed,
however the subjects surveyed were unaffected by environmental qualities that may skew
results. The external validity in general terms was applicable to other seniors of similar
school populations.
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Pilot Studies
A pilot run of the survey was conducted in four different settings. The researcher
used high school seniors outside of the Germantown school district in four different trials.
The students were asked to comment on the survey as a whole; they were asked to keep
track of their time and mark the two questions that resulted in the most confusion. Each
trial resulted in revision until the end of August 2002 when the researcher felt that
ambiguous questions had been eliminated. During the 2002 summer session at UW-Stout
statistical experts, Dr. Amy Gillett and Ms. Christine Ness provided feedback as to the
appropriateness of the surveys. The survey was edited for grammar, and a time range of
three to five minutes was established for completing the survey instrument.
Description and Selection of Subjects
The entire senior class of Germantown High School was chosen for this study
based on the belief that they should have the greatest reason to be interested in career
choice. The Germantown School District is comprised of students from several areas:
Village of Germantown, Towns of Germantown, Jackson, Polk, Richfield, Hubertus,
Colgate, and part of Cedarburg. Germantown High School is located approximately 15
miles northwest of Milwaukee, Wisconsin. Four elementary schools feed Kennedy
Middle School and then Germantown High School. The high school is comprised of a
total of approximately 1250 students, 325 of which are seniors. The staff at the high
school is comprised of one principal, two assistant principals, an athletic advisor, a full
time librarian, four school counselors, and a multitude of academic support staff
personnel (Germantown, 2002).
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Instrumentation
A survey was the selected instrumentation device. The agreed setting for
distribution of the survey was the senior class meeting during the first week of school.
The survey was intended to be answered without any verbal instructions. It was
understood and distinctly directed that this was an elective and voluntary survey on the
part of the students. The introduction of the instrument at the senior class meeting was
intentionally worded so that students might be challenged to answer the survey in an
honest, respectful manner. Therefore the survey was easy to complete, easy to
understand, and had been written to give the students a stimulus to reflect upon after the
survey was completed. The format mirrored those objectives.
Data Collection
Permission from the high school principal, Mrs. Janet Barnes, was obtained. Mrs.
Barnes directed Ms. Susan Wolff to serve as a liaison during the survey process. The
distribution process was established and the surveys were passed out during the week of
September 6, 2002. All students were given a parental permission slip, not only as an
issue of legality from UW-Stout Institutional Review Board for the Protection of Human
Subjects, but also from an introduction standpoint to reduce apprehension and to
streamline the process on the day of the survey. Parental consent forms were issued in
tandem with the survey. Only those surveys that accompanied a signed parental consent
form could be accepted from students. The survey proceeded as described under the
‘Instructions to Subjects’ heading.
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Instructions to Subjects
Minor consent forms were only referenced when the students returned the survey.
Once the consent form was established, the survey was then considered valid, and the two
forms separated. Students were instructed not to identify themselves on the survey. Only
those students who specifically asked questions were given additional instructions.
Data Analysis
The information collected in this survey contains ordinal data. The measure of
central tendency used with ordinal data is mode and median. The range is the only
appropriate measure of dispersion for ordinal data. Later when the data is combined to
form a composite, then standard deviation will be used as the data will then be measured
one composite score against another composite score, all data then being of equal value.
The hope is to draw areas of significance from a parametric test of significance, namely
the Anova and T-tests for significance. The surveys were sent to the University of
Wisconsin-Stout Computer Education and User Services for tabulation and statistical
analysis.
Summary
The introduction and literature review has shown that there are many motivations
for career choice. This was reinforced by the many studies, models and examples used in
career choice studies today. Do the students at Germantown High School feel the impact
of environment, opportunity, and personality are the same? This question is the guiding
force behind the construction of the research. The analysis of the results in the next
chapter will attempt to develop an understanding of these motivations and place the
criteria in a hierarchy based on the survey results.
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CHAPTER FOUR
Introduction
This chapter deals with the data returned from the Germantown Senior High
School student survey (see Appendix). The first section of the chapter will introduce
demographics. The second section will describe the dependant variables or descriptors.
These dependant variables, or descriptors of environment, opportunity, and personality
were given a composite score. For example, all of the descriptors that related to
environment were put together to see if students thought their environment was a
significant factor in determining their career choice. The process was repeated with
opportunity and personality. Measures of dispersion will be used to answer research
questions one through three:
1) How influential were factors of the environment in making career choices?
2) How influential were factors of opportunity in making career choices?
3) How influential were factors of personality in making career choices?
The third section deals with the dependant variables in their composite form tested for
significance using the demographics and descriptive statistics students provided. To find
out specifically which variables of environment, opportunity, or personality were ‘most’
important to the students of Germantown High School, each descriptor was answered in a
Likert scale format and tested for significance. This testing for significance was done to
answer the fourth research question:
4) Which factor, environment, opportunity, or personality, was most important to
students?
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The fourth and last section lists the responses from the open question on the
survey, “If I graduated tomorrow, my career choice would be: ________.”
Demographics
There are 320 senior students attending Germantown High School. Of those
students 265 accepted or elected to keep a survey to look at. A total of 79 students had
their parents sign the required Human Research Subjects Consent Form (see appendix)
and returned the survey. This resulted in a 29.8% return rate or almost one-third of the
class voluntarily responded. The gender of students responding consisted of 40.5% males
and 58.2% females (See table 1). Gender has been long thought of as an opportunity
issue. Research shows that while barriers for both male and female are diminishing
statistically, it may not reflect the underlying affective valuing that must go with equal
opportunity.
Table 1: GENDER
0
20
40
60
80
FREQUENCY
PERCENT
FREQUENCY
32 46
PERCENT
40.5 58.2
MALE FEMALE
Feedback from the environment in the form of watching older siblings may
enhance a student’s successes. Forty eight point one per cent (See table 2) of the
responding students were the oldest, 3.8% were the only child. This group of 48.1% was
over represented and may not have had the experience of an older sibling to reflect upon
when making career choices.
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48
Table 2: BIRTH ORDER WITHIN FAMILY
0
10
20
30
40
50
60
FREQUENCY
19 18 38 3
PERCENTAGE
24.1 22.8 48.1 3.8
YOUNGEST
CHILD
MIDDLE CHILD OLDEST CHILD ONLY CHILD
Literature stated that while career choice planning is the primary responsibility of
the student, education level of parents might lead students in a particular direction.
Parental educational level may increase student’s perception of the value of education.
The “educational levels achieved by parents” question was re-distributed after the
surveys to better reflect the groups that were discovered. These five groups were re-
distributed among three groups, which included those that had ‘some high school,’
‘finished high school,’ and ‘some college.’ The three new categories included both
mother and father combined. The group ‘some high school’ comprised 34.2% (See table
3) of the new combined parent’s education. The second group, made up of ‘finished
college’ comprised 30.4% (See table 3) of the parent’s combined education. The ‘after
college’ made up 30.4% (See table 3) of the parent’s combined education.
Career Choice Factors
49
Table 3: HIGHEST EDUCATION LEVEL OF BOTH PARENTS
0
10
20
30
40
FREQUENCY
PERCENTA GE
FREQUENCY
27 24 24
PERCENTA GE
34.2 30.4 30.4
FINISHED HIGH
SCHOOL
SOME COLLEGE
FINISHED
COLLEGE/MORE
In demographic question five, ‘Approximate time researching career choices’
students showed the time they felt they had spent researching their career choice
demographic question no.5. The answers were scattered from 0-365 days (See table 4).
58.8% of students answered with research of five days or less. Twelve point seven per
cent of the seniors responded with a 365-day answer, which was interpreted to mean that
they felt deeply enough about career choice to go beyond an occasional interest.
Table 4: TIME SPENT RESEARCHING CAREER CHOICES
0
5
10
15
20
25
30
35
40
0DAYS
1DAY
2DAYS
3DAYS
5DAYS
6DAYS
7DAYS
10DAYS
14DAYS
15DAYS
20DAYS
24DAYS
25DAYS
30DAYS
60DAYS
123DAYS
360DAYS
365DAYS
FREQUENCY PERCENTAGE
Career Choice Factors
50
Question number six, referred to the grade in which ‘I started to think about
career choice.’ The responses in this category were evenly distributed from fifth grade or
sooner to the twelfth grade. Nineteen point five percent (See table 5) of the students had
an idea during their grade school years. Early role-playing and discovery is important for
career choice as pointed out in the literature review.
Table 5:GRADE STARTED THINKING ABOUT CAREER CHOICES
0
5
10
15
20
FREQUENCY
15 9 10 5 13 11 11 3
PERCENTAGE
19 11.4 12.7 6.3 16.5 13.9 13.9 3.8
5th
GRAD
6TH
GRAD
7TH
GRAD
8TH
GRAD
9TH
GRAD
10TH
GRAD
11TH
GRAD
12TH
GRAD
Grade point average, while not in itself the determining factor of many career
choices, could be an indicator of the nature or personality of students. A student who
values academics may also have a particular career goal in mind. Grade point average can
be a determining factor in continuing education. The organizational skills and discipline
needed to attain higher grade point averages may sustain students while undertaking the
challenge of career training. This category may have been an indicator of the type of
student willing to take the time and effort to return a non-mandatory educational survey,
like the one in this study. Sixty-two percent (See table 6) of students responding
answered that their grade point average was in the 3.0 - 4.0 range. Thirty-one per cent
reported that their grade point average was 2.0 – 3.0, while 5.1% were 1.0 – 2.0. Since
Career Choice Factors
51
this survey was anonymous, students should have felt comfortable enough to reply to the
survey questions honestly.
Table 6: GRADE POINT AVERAGE
0
10
20
30
40
50
60
70
FREQUENCY
PERCENTAGE
FREQUENCY
42549
PERCENTAGE
5.1 31.6 62
1.000-1.999 2.000- 2.999 3.000-4.000
Students who work and receive a paycheck might indicate that they have already
started exploring a possible career, with positive or negative feedback. It also might
indicate a need for economic assistance. In either case the research tends to support a
part-time job can be beneficial for the feedback it provides. Whether this feedback is
negative or positive is not important. What seems to be important is that the student is
taking responsibility to experience first hand what qualities every job has to offer. 83.5%
(See table 7) of students responding stated that they did receive a paycheck. Parents of
students who work either object to or confirm the wishes of that student to work while in
high school. It is important to understand the relationship of why the student is working.
The career world may invite opportunity, and to some, expose them to an environment
not known before. Part-time work may invite further investigation and prove beneficial to
students.
Career Choice Factors
52
Table 7: STUDENTS RECEIVEING A PAYCHECK
0
20
40
60
80
100
FREQUENCY
PERCENTAGE
FREQUENCY
66 11
PERCENTAGE
83.5 13.9
YES NO
Survey question number nine ‘I have traveled outside of Wisconsin’ asked
students if they had traveled outside of their home in Wisconsin. Wisconsin would be the
home state of Germantown students. The results of this question showed one large group
of students where significance could not be shown. Ninety-six point two percent of
responding students have traveled outside of Wisconsin. This question was eliminated
from further analysis.
The survey question number ten asking seniors if ‘they had definitely made a
career choice,’ or survey question eleven ‘I had no career plans at present’ was a question
that was not in the demographic portion of the survey. Though it did not appear as a ‘yes’
or ‘no’ demographic question, the responses were later grouped into two sets: a ‘no’
group made up of combined ‘strongly disagree’ and ‘mildly disagree’ and a ‘yes’ group
made up of combined ‘mildly agree’ and ‘strongly agree.’ One set being that a strongly
disagree and a mildly disagree would be interpreted as a ‘no’ the other group would take
the ‘Likert’ scale rating of mildly agree and strongly agree to mean a ‘yes’. The
researcher felt that question ten and eleven were better used as demographics, rather than
descriptors of career choice. Those that felt strongly that they had made a career choice
Career Choice Factors
53
Twenty-two point eight percent (See table 8) were not that far ahead of those who felt
strongly that they had not decided or, fifteen per cent. Fifty point eight per cent could not
commit to a career choice definitely. There was a majority of students who acknowledged
having an idea about their career choice, 64.6%.
Table 8: I HAVE DEFINITELY MADE A CAREER CHOICE
0
10
20
30
40
50
FREQUENCY
PERCENTAGE
FREQUENCY
12 15 33 18
PERCENTAGE
15.2 19 41.8 22.8
STRONGLY
DISAGREE
DISAGREE
MILDLY
AGREE
MILDLY
STRONGLY
AGREE
The second half of the survey dealt with responses or descriptors that students
gave when questioned about qualities the researcher would equate with the career choice
environment, career choice opportunities, and personality factors in career choices.
Research Question One
How significant were factors of the environment in making career choices?
Responses were run as a composite and scored as the ‘environment’ group. For
composite scores reflecting the student’s view of how the environment influences career
choices, refer to table 9.
The survey was designed so that students who thought the environment had
impacted their career choice would tend to answer ‘agree mildly’ or ‘strongly agree.’
These answers would be scored in the 3.0 - 4.0 range. A score of 1.0 would equal
strongly disagree. The survey questions that made up the composite ‘environmental’
Career Choice Factors
54
group asked if parents, friends, teachers, counselors, or other family members had been
an influence in the career choice process. Another question asked if a parent, counselor,
or someone else had chosen the student’s high school courses. The research question was
trying to ascertain the amount of outside personal influence that had been important to the
student in making a career choice. When responding to statements regarding the
environment, students on average actually disagreed mildly. As seen in table 9 almost 8%
of students, in fact, ‘strongly disagreed.’ The highest recorded student was a 3.33, on a
scale of 1-4,showing a level of only ‘mildly agreeing.’ The results show that the influence
of people in the closer circle of friends, family, and academia did not particularly sway,
influence, or lead students when it came to the career choice process. Individual
questions did not show any significance by themselves. No single survey question in the
environment section was particularly important to the student. Particular questions pique
students’ interests, indicating that there are factors that students see as important in the
career choice process.
TABLE 9:ENVIRONMENTAL FACTORS DO AFFECT
CAREER CHOICES
0
5
10
15
20
FREQUENCY
635561213861431411
PERCENTAGE
7.6 3.8 6.3 6.3 7.6 15.2 16.5 10.1 7.6 1.3 5.1 3.8 1.3 5.1 1.3 1.3
DIS-
AG
REE
1 1.17 1.33 1.5 1.67 1.83 2 2.17 2.33 2.4 2.5 2.67 2.83 3 3.17 3.33
AG
REE
Career Choice Factors
55
Research Question Two
How significant were the factors of opportunity in making career choices? Nine
descriptive or ‘descriptor’ statements that students again answered on a Likert-like scale
rating represented opportunity. These statements dealt with questions such as money,
availability of schooling in the area, availability of industry in the area, awareness of the
military as an educational resource, awareness of the technical school system, awareness
of four year academic colleges, the option to work a while before attending any training,
and the option of working in a family business. These responses were grouped together
into a composite score and treated as the ‘opportunity group.’ Composite scores
reflecting the student’s view of how opportunity influences career choices are shown on
table 10.
The responses on a scale of 1 – 4 were quite a bit higher than those in the
environment section (See table 10). A score of 1.0 would equal ‘strongly disagree’; a
score of 4.0 would equal ‘strongly agree.’ This time the responses ranged from only 1.3%
‘mildly disagreeing’ (2.00) to a 2.5% in the ‘strongly agree’ (3.56). There was a definite
shift of students agreeing that opportunity had affected their career choice
.
Career Choice Factors
56
TABLE 10: OPPORTUNITY FACTORS DO AFFECT
CAREER CHOICES
0
2
4
6
8
10
12
14
FREQUENCY
135472106310567532
PERCENTAGE
1.3 3.8 6.3 5.1 8.9 2.5 12.7 7.6 3.8 12.7 6.3 7.6 8.9 6.3 3.8 2.5
DIS-
AGR
EE
2 2.11 2.22 2.33 2.44 2.5 2.56 2.67 2.78 2.89 3 3.11 3.22 3.33 3.44 3.56
AGR
EE
The demographic data showed significance when tested against the opportunity
composite factors. Significance is shown in the ANOVA test in table 11, regarding the
‘parent’s combined education’ independent variable. Since this is a two-tailed test, it
shows that students whose parents have advanced education see that as a determining
factor; just as students who see their parents as under average, in education, having a
limiting factor.
Table 11
ANOVA
SIG. 2-TAILED F calculated
degrees
of
freedom
ENVIRONMENTAL
FACTORS
0.472 0.759 74
OPPORTUNITY
FACTORS
0.025 3.899 74
PERSONALITY
FACTORS 0.533 0.597 74
Career Choice Factors
57
The statement, ‘I am receiving a paycheck now’ in survey question eight was
tested against ‘opportunity’ for significance and significance was found. (See table 12).
This demographic was found to have significance when tested with the composite
category opportunity, which had been created. The significance shows that students
concerned with financial responsibility might already be working in order to acquire the
needs they feel important. These needs may include saving for an educational future.
Table 12
SIG. 2-TAILED F calculated
degrees
of
freedom
ENVIRONMENTAL
FACTORS
0.6 -0.526 75
OPPORTUNITY
FACTORS 0 4.12 75
PERSONALITY
FACTORS
0.387 0.87 75
As for individual factors of the ‘opportunity composite,’ students found 5
significant areas of significance as shown in table 13. The question or descriptor asking if
students ‘ planned to work for awhile, then attend school’ showed significance when
tested against the demographic showing ‘parental education.’
Table 13 ANOVA
SUM OF
THE SQUARES
df
MEAN
SQUARE
F SIGNIFICANCE
"I plan to work in a job
for a while then attend
school"
BETWEEN
GROUPS
12.636 2 6.318 7.42
0.001
WITHIN
GROUPS 61.31 72 0.852
TOTAL 73.947 74
Career Choice Factors
58
The results of this data point to the concern that students of lower income families
due to lower parental education have in regards to the possibilities of higher education.
Another area that showed significance or concern for students was the demographic of
‘parental education’ being tested against the descriptor ‘ I will have to work for the
money needed to attend training’ (See table 14).
Table 14 ANOVA
SUM OF
THE SQUARES df
MEAN
SQUARE F SIGNIFICANCE
"I will have to work for
the money needed to
attend training"
BETWEEN
GROUPS
8.634 2 4.317 3.699
0.03
WITHIN
GROUPS 84.032 72 1.167
TOTAL 92.667 74
The statement or descriptor, ‘ I am receiving a paycheck now’ was tested for
significance against ‘I am/was fully aware of what the military offers’ and significance
was found. (See table 15). These were both descriptors but offer insight into the career
choice process. Students who are working might well be aware that the military may
offer them the best promise as far as education and a career choice is concerned.
Table 15 t df Sig. (2-tailed)
I am/was fully
aware of what
the military offers
EQUAL
VARIANCES
ASSUMED 2.915 74 0.005
EQUAL
VARIANCES
NOT ASSUMED 1.771 12.96 0.017
Career Choice Factors
59
The statement or descriptor, ‘I am receiving a paycheck now’ was tested for
significance against ‘I am/was limited to career choice by schooling in the area’ and
significance was found. This significance is very similar to the ‘military’ descriptor,
showing that students with budget concerns, i.e. ‘working and receiving a paycheck’,
have checked their options when it comes to alternatives in educational opportunities.
(See table 16).
Table 16 t df Sig. (2-tailed)
I am/was limited to
career choice by
schooling in the
area
EQUAL
VARIANCES
ASSUMED
3.067 74
0.003
EQUAL
VARIANCES
NOT ASSUMED
2.215 10.145 0.051
Research Question Three
How significant were factors of ‘personality’ in making career choices? The last
area to be addressed was the ‘personality’ descriptors. These responses reflected attitudes
that might be indicative of certain attitudes discussed in the literature review. These four
personality descriptive statement dealt with grades, doing career research on their own,
being willing to work in a job traditionally held by the opposite sex, and being the type of
student who would choose her own high school courses. For the composite scores
reflecting the student’s view of how ‘personality’ influences career choices, refer to table
17. A score of 1.0 would equal strongly disagree; a score of 4.0 would equal strongly
agree. Student’s response to statements regarding ‘personality’ showed a higher range in
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60
responses. These responses ranged from1.3% disagreeing mildly to 7.6% agreeing
strongly.
TABLE 17: PERSONALITY FACTORS DO AFFECT
CAREER CHIOCES
0
5
10
15
20
FREQUENCY
1 3 3 6 11 13 10 13 1 12 6
PERCENTAGE
1.3 3.8 3.8 7.6 13.9 16.5 12.7 16.5 1.3 15.2 7.6
DIS-
AG
1.75 2 2.25 2.5 2.75 3 3.25 3.5 3.67 3.75 4
AG
RE
As in the ‘opportunity’ research question, two descriptors that showed
significance when tested against the composite factor of ‘personality.’ The researcher
considered whether students demonstrated a definite ‘personality’ quality by showing
their interest or lack of it in a two-tailed test, when answering the demographic question
‘the grade I started thinking about career choices.’ Table 18 shows that students who
thought about careers early on in life and those who also waited until a decision was
required, showed significance The .001 factor shows this is considered by students a very
significant factor in choosing a career.
Table 18
SIG. 2-TAILED F calculated
degrees
of
freedom
ENVIRONMENTAL
FACTORS 0.161 -1.415 75
OPPORTUNITY
FACTORS 0.412 -0.825 75
PERSONALITY
FACTORS
0.013 2.555 75
Career Choice Factors
61
Not too surprisingly, students who ‘have definitely made a career choice’ scored
significantly in the personality factors as a composite. This two-tailed test showed that
both those who have and those who have not made a career choice scored significance in
the personality end of the survey. The significance factor of .013 shows there are enough
students in this demographic to warrant further discussion (See table 19).
Table 19
SIG. 2-TAILED F calculated
degrees o
f
freedom
ENVIRONMENTAL
FACTORS
0.288 1.07 76
OPPORTUNITY
FACTORS 0.679 -0.415 76
PERSONALITY
FACTORS
0.001 -3.428 76
Three factors or descriptors contributed to the significance in the personality
composite. The ‘time I started thinking about career choices’ tested significant against
two other descriptors. One factor or descriptor, ‘I am/ was limited to career choices by
my grades (See table 20) showed significance in the personality factor. The other
descriptor ‘I plan to work for awhile then attend training’ also tested significant. This
might be expected but is confirmed by a significance factor of .006 and .007 respectively.
Table 20 t df Sig. (2-tailed)
I am/was limited to
career choice by my
grades
EQUAL
VARIANCES
ASSUMED 2.824 75 0.006
EQUAL
VARIANCES
NOT ASSUMED 2.814 69.252 0.006
Career Choice Factors
62
Table 21
t df Sig. (2-tailed)
"I plan to work in a
job for awhile then
attend training"
EQUAL
VARIANCES
ASSUMED
-2.749 75
0.007
EQUAL
VARIANCES
NOT ASSUMED
-2.74 70.051 0.008
The type of student who might ‘do career research on their own’ tested significant
against ‘I have definitely made a career choice’ (See table 22). This was one of the most
exciting finds of the research, that is, students whose personality shows a significant
amount of inquiry actually tended to make more definite career choices. The factor of 0.0
leaves no doubt as to the extent of significance.
Table 22 t df Sig. (2-tailed)
"I did /have done
career research on
my own"
EQUAL
VARIANCES
ASSUMED
-3.71 75
0
EQUAL
VARIANCES
NOT ASSUMED
-3.535 46.426 0.001
Research Question Four
Which factor, environment, opportunity, or personality, was ‘most’ significant to
students at Germantown High School? To determine if indeed there was a ‘most’
significant factor affecting career choice, the composite scores of environment,
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63
opportunity, and personality were grouped statistically according to the descriptors the
students provided. See table 23 for the composite of student’s responses.
TABLE 23: STUDENT'S COMPARISON OF THE CAREER
CHOICE FACTORS - ENVIRONMENT, OPPORTUNITY,
AND PERSONALITY
0
2
4
MEAN
1.9586 2.7848 3.1572
MEDIAN
2 2.7778 3.25
STANDARD
DEVIATION
0.5505 0.3967 0.5495
ENVIRONMENT OPPORTUNITY PERSONALITY
Responses to the individual statements, which made up the composite scores,
were tested for significance against the demographics and descriptors of environment,
opportunity, and personality. Analysis of the composite scores of environment,
opportunity, and personality shows that students believe personality affects their career
choice the ‘most.’ The average ‘personality’ composite yielded a 3.1572 score, compared
to 2.7848 in the opportunity factor and 1.9586 in the ‘environment’ factor. The 3.1572
score was interpreted as slightly higher than a ‘mildly agree,’ while the 2.7848 score
found in the opportunity score lends itself to a slightly lower than a ‘mildly agree.’ The
1.9586 in the environmental score actually relates to a ‘disagrees mildly,’ showing that
students do not think ‘environment’ is a factor in career choice. There is more than a full
one-point difference in the factor of ‘environment’ versus the factor of ‘personality.’ The
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64
students show in their choice in agreeing to ‘personality’ type descriptors that
‘personality’ is their important career choice factor.
Responses to the Survey’s Open Question
The researcher thought that providing a place in the survey for personal input
would give some insight into the extent to which these Germantown High School
students were addressing careers. While the answers in themselves do not convey any
statistical results, one can see that environment, opportunity, and personality will interact
if these careers are to be realized. The following list consists of some of the careers
student respondents gave as their intended job:
doctor vet something in sales or business
teacher accountant orthodontics
elementary school teacher something in fashion child care/ child care therapist
social worker music nursing
heating and air conditioning, U.S Air Force marketing or public relations,
business/finance international relations graphic design,
business management German teacher human resources
nurse photographer early childhood care
pediatrician business/marketing marketing/psychology
social worker web designer something with kids
certified public accountant inner city art teacher engineering
creative director within advertising agency forensic science
FBI agent musical therapist military
take over my dad’s construction company law
Career Choice Factors
65
pharmaceuticals a chef television news anchor man
military/police pharmacist the medical field
education – middle or high school janitor
nuclear physicist DNR (Department of Natural Resources)
nursing in childrens hospital owning a coffee shop a painter
pilot (commercial or military).
Comments concerning the career choice list are included in chapter 5.
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66
CHAPTER FIVE
Introduction
This study has dealt with factors concerning career choice. This chapter will
discuss some of the data, the conclusions, and the recommendations for each of the four
research questions that have driven this study. A brief look at the answers that students
provided in the open question regarding their particular career goals is discussed next.
Conclusions and recommendations for future study of the career choice subject itself are
then discussed. The goal is to better understand the process that has many implications
throughout the student’s life.
Research Question One
Data
How significant were factors of the environment in making career choices? In the
area of environment, there were no significant demographics or descriptors. The
composite of descriptors as a whole did not show significance. The individual
demographics and descriptors were tested against each other for significance, and none
was found.
Conclusions
While students do not feel environmental factors are important, they did not show
out right disregard for them. There is some interest, just not significant interest. I believe
that students do listen to the people around them; and that those people are going to have
similar, not significant ideas. The students may unknowingly define their thinking by
based on the ideas and suggestions of the people in their support group.
Career Choice Factors
67
Recommendations
If resources are to be budgeted, environment shows not to have a huge impact on
students; therefore, institutions might not choose as a primary benefactor, to invest
resources in environmental factors. Students are saying that while environment is
important, it is not the most important issue when defining career choices. I believe
students can live within a host of environmental factors and survive rather well. That is
not to say, that people, places, and things surrounding students as they grow up do not
affect their outlook on careers; rather, if industry, government, and the educational
system in particular are going to impact our high school students, there are areas other
than environment that students feel are more important.
Research Question Two
Data
How significant were factors of opportunity in making career choices? In the area
of ‘opportunity,’ the statements dealing with ‘parents combined level of education’ (See
table 11, chapter 4) and ‘I am receiving a paycheck now’ (See table 12, chapter 4) were
significant factors in career choice. Both the statements relate to the economic area of the
student’s career development. The student’s further response stating that they ‘plan to
work in a job for awhile, then attend school’ (See table 13, chapter 4), and ‘I will have to
work for the money needed to attend training’ is the basis for concluding that economics
is an important issue for student’s educational foundation regarding career choice (See
tables 14, chapter 4). Students aware of any economic hardships may be looking for or
could be aided by benefits provided in the military (See table 15, chapter 4). Based on the
descriptors ‘I am receiving a paycheck now’ and ‘I am/was limited to career choice by
Career Choice Factors
68
schooling in the area’ (See table 16, chapter 4), students facing economic realities are
also could also be looking at limiting themselves to hometown post high school training
Conclusions
Students show their awareness of the economic issues and some solutions or
answers by the way they responded to these questions. Since the career process is ever
evolving, it is important for students to learn just what their opportunities are, capitalize
on them, and then move on. When it comes to predicting costs versus benefits of
education, this is where students can make a mistake in either overestimating or under
estimating their economic situations. Students should not confine themselves to just one
opportunity, nor should they stop trying if the one possible opportunity dries up. If
opportunity is not present they have to make their own opportunities or move on.
Recommendations
There are many opportunities for educational facilities, industry, and community
to capitalize in cases where students find themselves intellectually qualified for a certain
area but economically short of the money needed to complete the training. If business is
the primary benefactor of the efforts of our educational system, then industry must
support and energize in any way it can, the furthering and promoting of high school
career choices. Business could be accomplished in a variety of ways. The literature
suggests mentoring and role modeling as positive forces. Business could subsidize the
primary grades as well as pre-college programs to insure students that they are acquiring
the needed skills and work habits to succeed later in the work world. Schools and
businesses could partner to provide real-life scenarios and problem-solving situations
from which students could benefit, both from practice and experience. Government could
Career Choice Factors
69
use schools and business to incubate new ideas and new technology. Students could
provide the ready-made labor to work as researchers, while learning in the process. The
idea is for students to trade their youthful energy and time for experience and making a
success from otherwise unprofitable ventures. Students need to see education, not in
terms of economic roadblocks, rather experiential opportunities.
Research Question Three
Data
How significant were factors of personality in making career choices? When the
composite was run, the students chose ‘personality’ as the most important in career
choice factors (See table17, chapter 4). Survey questions examined factors concerning
researching their career, choosing their own high school courses, grades, and moving into
non-traditional areas of work when it came to gender. There were several descriptors that
showed significance and added to the overall positive indication that personality was
important when choosing careers. A descriptor that showed significance was found in the
statement ‘the grade I started thinking about career choices’ (See table 18, chapter 4).
Students who felt strongly about career research saw their personality as an outright
factor in choosing a career. The type of student who is serious about a career is one that
starts early in their education.
Student grades were also significant. This was a two-tailed test showing that
students who did not start thinking about a career early in their education, also felt limited
to career choices by their grades. Those students who had thought about their career from
early on did not see grades as an obstacle (See table 20, chapter 4). The demographic
concerning ‘the grade I started thinking about career choices’ (See table 21, chapter 4)
Career Choice Factors
70
when contrasted to ‘I plan to work in a job for awhile then attend training’ also shows
that the time someone starts to think about career choice may not influence that person as
to actually attaining that career. The descriptor ‘have definitely made a career choice’
(See table 19, chapter 4) was significant when tested in the personality area. This is good
news. It shows that students who believe in the value of their personality have the faith to
make a career choice. That statement is further bolstered by the next significant
descriptor ‘I did/have done career research on my own’ (See table 22, chapter 4).
Conclusions
The students choosing personality as their ‘most’ significant career choice factor,
and then ‘definitely making a career choice’ because ‘they did career choice on their
own’ lend credence to what the literature is saying all along. Students must know
themselves and make their own career decisions based on that self-confidence in their
decision-making process. As far as personality being important in the career choice
process, I believe that individuals must know themselves and use that self-knowledge as a
tool when making a career choice.
Recommendations
The overwhelming recommendation from experts in the field is for students to get
involved at any age, at any stage of interest, in any way they feel comfortable. Students
should always be testing their ideas concerning possible careers. Career research is a
process not a final answer; thus it does not end after high school or college. The more
students hone their skills, the better students become at the career choice process. Career
research means knowing ourselves, our personality. We can know ourselves better by
asking questions like, what is it that we do when we really don’t have to do anything?
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Where in life do we feel most comfortable? What are we good at even if we are not sure
we like doing it? The earlier we begin cataloguing our views on life, the earlier we can
either build upon them or discard them and move on. Since career research is a process,
the student must develop a system the works for them.
An example of a system I like, use, and recommend would be a portfolio. One of
the many things a portfolio does is allow the individual to see in a nutshell, the progress
one has made through the years. In this instance it has more value for the owner that for
say a potential employer or counselor. Portfolios show areas of concentration that mark
areas of interest shown by the owner. Portfolios can take many shapes. A portfolio, for
example, could be in diary form or a computer file complete with digital pictures and text
or sound. The portfolio can be an evolving collection, always replacing when we feel it
appropriate. Sections of the portfolio may include examples of what we have already
accomplished, but also notes, newspaper clippings, articles of interests we would like to
investigate in the future. This portfolio then becomes something we can show counselors,
instructors, and possible employers in the future. Portfolios can help us remember
something we had accomplished a long time ago. A skill that we forgot we had. The
portfolio should be a reflection of who we are.
Research Question Four
Data
Which factor, environment, opportunity, or personality, was ‘most’ significant to
students at Germantown High School? Looking at the responses in this survey at
Germantown High School, I think the students characterize their personality factors as
being most important when choosing a career (See table 23, chapter 4).
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Conclusions
There are multiple ways to approach our interests; everyone is an individual with
their own way of doing things. This brings into the discussion the statement made in the
literature that only the student can decide what is best for them. Students must remember
that while there are an infinite number of resources available for research, they must
decide for themselves what works for them. The student can use all the tools available,
but it is the make-up of the student’s personality, drive, ambition, and creativity that
synthesizes the effort into success.
Recommendations
Students must sort out recommendations wherever they come from. How can
students handle well-intentioned advice givers? Evaluating decisions will help students
sort out the answers. Again, no one is perfect. The more experienced we become in our
decision-making process the more intuitive the process becomes. Experience does not
hurt; which is why students must start the process at an early age. The more practice the
better. Making small mistakes at an earlier age is not disastrous. That is not to say
students should ignore advice; they can save themselves a lot of trouble when they heed
good advice. In the end, no one knows oneself better than they know themselves. They
are the ones who must make the decisions and then live with those decisions, able to
learn and move on.
Students and instructors should always be aware of the potential for integrating
academic as well as life experiences into their portfolios. One of the primary reasons why
people go to school is to become productive members of society. They can always apply
math, English, and history as well as computer, auto mechanics, and consumer education,
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to a career. When they find a roadblock in a particular area or interest, students should
analyze or isolate what it is in particular that they don’t like. If they need help, getting a
different prospective from someone they trust may help them move on. They need to ask
many questions form parents, instructors, business people, and counselors.
Parents, instructors, business people, counselors, must not follow the urge to
preach. Since the student is searching for pros and cons, it is the pros and cons that
should be provide when asked for advice. As explained in the literature, it would be
wrong to pretend to know what is best for the student. The student must come to a
realization in his or her own way, in order for it to be meaningful. Schools, industry, and
family must provide an environment that fosters the student’s own realization and act as
mentors, facilitators, or helpers. The student must build some kind of process that will
work for them. Again, the earlier the student starts this process, the smaller and less
painful are the failures. There can be failures in order for there to be success.
Student’s Career Choice Options
This section deals with the open-ended question “If I graduated tomorrow, my
career choice would be_____________.” Germantown High School students made
multiple references to ‘teachers, nurses, and marketing. This reflects the interest that is
present in high school students in the coming years. There many professionals in those
areas now, as well as a need for many teachers, nurses, and business majors in the future.
I am amazed at the variety of professions listed. Of the seventy-eight respondents there
were over fifty different professions. The fact that students listed a large variety of
professions, leads the researcher to believe that students are exploring career choices.
Where else would the diversity come from? Students have also stated very specifically
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the area within some career choices. This also leads the researcher to believe that unless
students were asking questions and taking an interest in the career choice process, the
answers would be more superficial.
Conclusions and Recommendations for Further Study
Of 265 surveys distributed, 79 were returned or roughly 30%. This statistic in
itself reflects attitude. The researcher understands that surveys in general are looked upon
as an intrusion into our free time. Considering that a 100% return rate using a survey
instrument is unlikely, there are factors that can raise or lower return percentages. The
return rate for this survey was not bad relative to most voluntary surveys. The audience
was not a captive one; return was voluntary. What can be concluded from the interest
shown? I believe those 30% that felt the subject important to them and had done some
research in the career choice process returned surveys without giving it a second thought.
These students are involved and feel comfortable relaying their thoughts. Those who are
confused with the process, who have not given the subject any thought, or who do not
think career choice important, did not return a survey. I believe that there are as many
intimately involved in career choice as those who up to this point do not see the
importance. Then there are those in the middle who probably would have thought about it
more if they would have been led and aided through the process.
It was with great interest that I approached this study. My career choice path is
not unlike many people whom I have been privileged to talk with. In doing the research, I
was reminded again and again of how complicated the process of choosing a career is.
Factors of career choice seemed like a good place to start, but, once I started the research,
I realized there are other approaches that could be considered in the process of choosing
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our life’s work. Students all have some idea what they should be doing to choose a
career. A few ideas for future research might include:
1) To study the reasons why some students travel down the same dead end road
time and time again.
2) In regards to the system of career choice, a comparison study of the existing
process or processes that exist now, and what we could change to better meet the needs
of students wishing to develop their career choices.
3) A study determining what parents and business could do to aid in the
discovery process could give answers in the mentoring and advising area. An important
source of feedback would be those who are post high school and feel they could have
done better choosing their career and what it is they would do different. We could
evaluate the changes they propose and judge their true effectiveness.
Career choice must be brought into a clearer focus, starting with students in
elementary school and continuing beyond. Students seem to make high school a
watershed for making the big decision. Career choice is an ever-evolving process. Career
choice is a process that includes experimentation, trial and error, decision-making and
eventually judgment. Students must be made aware of this process; it has yet to be
perfected.
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References
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Permission for Minors to Take Part in Research Survey
I understand that my participation in this study is strictly voluntary and I may discontinue my participation
at any time without prejudice. I understand that the purpose of this study is to investigate the career choices that
Germantown High School students make. I further understand that any information about me that is collected
during this study will be anonymously processed. Students will be asked not to provide a name with the survey.
This permission slip will accompany the survey, only to assure parental consent has been given for minors.
Surveys received without consent forms cannot be used. Any association of surveys to particular students will be
held in the strictest of confidence and will not be a part of permanent school records. The results and
interpretations of the study will be made public. I understand that at the conclusion of this study all records, which
identify individual participants, will be destroyed.
Signature of student: ________________________________________________Date: _______________
Signature of Parent/Guardian: _________________________________________ Date: ______________
Note: Questions or concerns about the research study should be addressed to Michael Borchert, 262-628-4098,
the researcher or Dr. Michael Galloy, 715-232-2163, the research advisor. Questions about the rights of research
subjects can be addressed to Sue Foxwell, Human Protections Administrator, U.W.-Stout Institutional Review
Board for the Protection of Human Subjects in Research, 11 Harvey Hall, Menomonie, WI. 54751 phone
(715) 232-1126.
Reprinted in part from samples of the Human Subjects consent forms found: www.uwstout.edu/rps/humnsubjform.doc
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Career Choice Survey
Please do not write your name on the survey. Before this survey is started, a parent or legal guardian must sign a
minor consent form. Your participation
is
strictly voluntary and may be discontinued at any time.
Please circle ONE for each item
1. Male Female
2. I am a: Youngest child Middle Child Oldest Child Only Child
3. Highest education level achieved by Father:
some high school high school some college finished college after college
4. Highest education level achieved by Mother:
some high school high school some college finished college after college
5. Approximate time researching career choices: ________ day(s)
6. The grade that I started thinking about career choices: <6 6 7 8 9 10 11 12
7. My grade point average has been: 0.000-0.999 1.000-1.999 2.000-2.999 3.000-4.000
8. I am receiving a paycheck now. Yes No
9. I have traveled outside of Wisconsin Yes No
On a scale of one to four, please circle ONE
answer that best describes your response.
1 = Strongly 2 = Disagree 3 = Agree 4 = Strongly
Disagree Mildly Mildly Agree
SD DM AM SA
10. I have definitely
made a career choice. 1 2 3 4
11. I have no
career plans at present 1 2 3 4
12. My parents had/will have the greatest
influence in 1 2 3 4
my career choice.
13. Friends are/have been the greatest
influence in 1 2 3 4
my career choice
14. Teachers are/have been the greatest
influence in 1 2 3 4
my career choice
Please Continue On Other Side →
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SD DM AM SA
15. Counselors are/have been the greatest
influence 1 2 3 4
in my career choice
16.Other family members are/have been the greatest
1 2 3 4
influence in my career choice.
17.Money has been an issue in choosing 1 2 3 4
a career.
18. I am/was limited
to my career choice by my grades 1 2 3 4
19. I am/was limited
to a career choice by what is schooling 1 2 3 4
is in my area.
20. I am/ was limited
to a career choice by the industry 1 2 3 4
in the my area.
21. I did/ have done career research on my own. 1 2 3 4
22. I am/was fully aware of what the military has to offer. 1 2 3 4
23. I am/was fully aware of what technical colleges have 1 2 3 4
to offer.
24. I am/was fully aware of what the four-year colleges 1 2 3 4
have to offer.
25. I plan to work in a job for a while, then attend a school 1 2 3 4
or get training.
26. I will have to work for the money needed to attend any 1 2 3 4
training after high school.
27. I would consider a job held traditionally by the opposite 1 2 3 4
sex.
28. I have access to employment in a family business. 1 2 3 4
29. I made the decisions choosing my high school courses. 1 2 3 4
30. My parents, educators, someone else chose my high 1 2 3 4
school courses.
31. If I graduated tomorrow, my career choice would be: _______________________________________
