Career DecisionMaking Difficulties Among Israeli and Palestinian Arab HighSchool Seniors.docx

Career DecisionMaking Difficulties Among Israeli and Palestinian Arab HighSchool Seniors.docx

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CareerDecisionMakingDifficultiesAmongIsraeliandPalestinianArabHighSchoolSeniors

CareerDecision-MakingDifficultiesAmongIsraeliandPalestinianArabHigh-SchoolSeniors

内容

1.ETHNICANDCULTURALCHARACTERISTICSOFARABSOCIETY

2.THEGOALOFTHEPRESENTRESEARCH

3.METHOD

4.Participants

5.Questionnaire

6.Procedure

7.Analyses

8.RESULTS

9.PsychometricPropertiesoftheQuestionnaire

10.TheInternalStructureoftheCDDQ

11.DegreeofDecidedness

12.DifferencesamongtheThreeLocations

13.GenderDifferences

14.DISCUSSION

15.ImplicationsforCounseling

16.Table1.Means,StandardDeviations,ReliabilitiesoftheCDDQScales,andtheirCorrelationwithSeverity（N=1613）

17.Table2.MeansandStandardDeviationsoftheCDDQScalesAccordingtoParticipants'Gender

18.References

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Makingacareerdecisionbecomesamajorpriorityforadolescentsduringthelastyearofhighschool.Thepresentstudyexaminedthetaxonomyofcareerdecision-makingdifficultiesamong1,613Arab12th-gradestudentsattendingschoolsinEastJerusalem,areasintheWestBankunderthePalestinianNationalAuthority,andIsrael.Nosignificantdifferenceswerefoundamongthethreelocations;genderdifferenceswerefoundinthemajorcategoryLackofReadinessandinfourscales（lackofmotivation,generalindecisiveness,lackofinformationaboutadditionalsources,andexternalconflicts）.Implicationsforcounselinghigh-schoolstudentsarediscussed.

Thetermcareerindecisionisdefinedinthebroadestsenseasdifficultiesindividualshavewhendecidingonacareer（Chartrand,Rose,Elliot,Marmarosh,&Caldwell,1993;Gad,Krausz,&Osipow,1996;Leong&Chervinko,1996）,andreferstoanyproblemorbarrierarisinginthedecision-makingprocess（Fuqua,Blum,&Hartman,1988）.Theoryandresearchonindecisionhasfocusedontheoreticalaspectsofthisconcept（e.g.,itsdimensionality,Savickas,Carden,Toman,&Jarjoura,1992;Shimizu,Vondracek,&Schulenberg,1994）andonthedistinctionbetweentemporarydevelopmentalindecisionanddeeper,morechronicandpervasiveindecisiveness（Callanan&Greenhaus,1992;Cohen,Chartrand&Jowdy,1995;Santos,2001）.

Inthetheoreticalrealm,variousapproacheshavebeenusedinordertounderstandanddescribeindecision.Forexample,thepsychodynamicapproach（Bordin&Kopplin,1973）attemptedtoclassifydifficultiesaccordingtotheirinternalunconscioussourcesratherthanvisiblesymptoms.Thedevelopmentalapproach（Osipow&Fitzgerald,1996;Super,1953）usedthenotionofvocationalself-concepttodescribecareerdecisiondifficulties,whereasthevocationalinterestapproach（Holland,1997）focusedonproblemsintheconsistencyandcrystallizationofvocationalpreferences.

Gatietal.,（1996）developedthetaxonomyofdifficultiesincareerdecisionmakingwhichwasusedasthetheoreticalframeworkinthepresentresearch.Inthistaxonomythedifficultiesweredefinedasdeviationsfroman"idealcareerdecisionmaker"--apersonwhoisawareoftheneedtomakeacareerdecision,willingtomakesuchadecision,andcapableofmakingthedecision"correctly"（basedonanappropriateprocessandcompatiblewiththeindividual'sgoalsandresources）.Anydeviationfromthismodelofanidealcareerdecisionmakerwasregardedasapotentialdifficultythatcouldaffecttheindividual'sdecision-makingprocessinoneoftwopossibleways:

（a）bypreventingtheindividualfrommakingacareerdecision,or（b）byleadingtoalessthanoptimalcareerdecision.

Thetaxonomy（Gatietal.,1996）includesthreemajordifficultycategoriesthatarefurtherdividedintotenspecificcategories.Thefirstmajorcategory,LackofReadiness,includesthreecategoriesofdifficultiesthatmayarisebeforethebeginningofthecareerdecision-makingprocess:

（a）lackofmotivationtoengageinthecareerdecision-makingprocess,（b）generalindecisivenessconcerningalltypesofdecisions,and（c）dysfunctionalbeliefs,includingirrationalexpectations（Nevo,1987）concerningthecareerdecision-makingprocess（e.g.,"Ibelievethereisonlyoneidealcareerforme"）.

Thetwoothermajordifficultycategories,LackofInformationandInconsistentInformation,includetypesofdifficultiesthatmayariseduringtheactualcareerdecision-makingprocess.LackofInformationincludesfourcategoriesofdifficulties:

（a）lackofknowledgeaboutthestepsinvolvedintheprocess,（b）lackofinformationabouttheself,（c）lackofinformationaboutthevariousalternatives（e.g.,occupations,highschoolclasses,collegemajors）,and（d）lackofinformationaboutthesourcesofadditionalinformation.ThemajorcategoryInconsistentInformationincludesthreetypesofproblemsinusinginformation:

（a）unreliableinformation,thatisdifficultiesrelatedtounreliableorcontradictoryinformation（e.g.,aboveaveragehigh-schoolgrades,butalowSATscore）;（b）internalconflictssuchascontradictorypreferencesordifficultiesconcerningtheneedtocompromise;and（c）externalconflicts（thatis,conflictsinvolvingtheinfluenceofsignificantothers）.

Furtherdistinctionsaremadewithineachcategory;forexample,withinthecategoryoflackofinformationabouttheself,adistinctionismadebetweenlackofinformationregardingtheindividual'spreferences（"WhatdoIwant?

"）andcapabilities（"WhatcanIdo?

"）.Foramoredetaileddescriptionanddiscussionofthetaxonomy,seeGatietal.（1996）.

TheCareerDecision-MakingDifficultiesQuestionnaire（CDDQ;Gatietal.,1996）wasconstructedinordertoempiricallytesttheproposedtheoreticaltaxonomy,inwhicheachofthetendifficultycategoriesisrepresentedbyseveralstatements（e.g.,"Itisusuallydifficultformetomakedecisions"）.StudyingbothAmericanandIsraelisamplesofyoungadults,Gatietal.foundagreatsimilaritybetweentheempiricalstructureofthethreemajorcategoriesandthetenspecificcategories,ontheonehand,andthetheoreticalstructure,ontheother.FurthersupportfortheproposedstructurewasobtainedbyOsipowandGati（1998）,whoexaminedtheconstructandconcurrentvalidityoftheCDDQ,usingtheCareerDecision-MakingSelf-Efficacy-Scale（CDMSE,Taylor&Betz,1983）andtheCareerDecisionScale（CDS,Osipow,Carney&Barak,1976;Osipow&Winer,1996）.Lancaster,Rudolph,Perkins,andPatten'sresearch（1999）supportedtheconstructvalidityoftheCDDQ,reportingalargedifferencebetweendecidedandundecidedgroupsinthetotalCDDQscore.Thestructurewasalsosupportedinsubsequentresearch（Gaff,Osipow,Krausz,&Saka,2000;Gaff,Saka,&Krausz,2001;Mau,2001）.

Inarecentstudy（Gaff&Saka,2001）,thetaxonomyofdifficultiesproposedbyGaffetal.（1996）wasadaptedtofitthedifficultiesfacedbyIsraeliadolescentsinthreedifferenthigh-schoolgradesanddecisionsituations:

choosingaseniorhighschoolintheninthgrade（whichisthelastyearofjuniorhighschoolinIsrael）,choosinghigh-schoolelectivecoursesduringthetenthgrade,anddecidingwhichmilitaryjobtheywouldprefer（whichiscompulsoryattheendofhighschoolformoststudents）intheeleventhgrade.Theoriginalquestionnairewasrevisedandadaptedforeachofthethreedecisionsituations,andthestructuresofthetendifficultycategorieswereempiricallyexaminedineachofthethreegrades.GatiandSakareportedagreatresemblancebetweenthetheoreticalmodelandtheempiricalstructureineachofthegrades;ineachone,thestructuresweresimilartothehypothesizedone.Thestructureacrossallgrades（1,843students）wasalmostidenticaltothetheoreticalstructure.Thepresentstudyaimedatexaminingthecross-culturalvalidityofthestructureofdifficultiesamongArabadolescents,whilefocusingonthepossibleeffectsoftheirculturalandethnicbackground.

ETHNICANDCULTURALCHARACTERISTICSOFARABSOCIETY

ThereligiouslawsofIslamandthecustomsofArabsocietyderivedfromthemdeterminefamilyroles.Thetraditionalfamilyisbasedonapatriarchalmodelinwhichthehusbandistheseniormaleandindisputableheadofthehousehold.TheQur'anandArabcultureestablishthatchildrenmustbeprotectedandcherished,andthattheymustbeobedientandcommittedtothewilloftheirparents.Whilemenhonortheirheritagebyfulfillingtheirmasculineroleandfatheringchildren（especiallyboys）,womenareexpectedtobemodestandfaithful,andtobearmanychildren,preferablyboys（Elkholy,1988;Pryce-Jones,1989）.Asinotherpatriarchalsocieties,inArabsocietymarriageisconsideredcompulsory,andfamiliestendtobelargeandextended.Althoughatpresentthereissomeflexibilityregardinggenderdifferences,whichalsoaffecttheideathatwomenmustbetotallysubordinatetomen,therearestilldifferentsocializationprocessesformaleandfemaleadolescents.Thepreferenceforboysalsoleadstohigherexpectationsfromthemthanfromgirls.

AnotherfactorsignificantlyaffectingcareerdecisionprocessesisthepoliticalsituationofIsraeliArabs.TherearespecificcareerconstraintsforArabsinIsrael.Forexample,jobsinspecificoccupationalfieldssuchasaviationorsecurity-relatedindustriesareclosedtoArabcitizens;thesecareeroptionsareautomaticallyeliminatedfromtherangeofoptionsforArabadolescents.Inaddition,thereisgreatvarianceintheeconomicstatusofArabfamilies;ontheaverage,theirincomeissignificantlylowerthanthatoftheaverageJewishIsraelifamily.ThepercentageofArabadolescentscompletingsecondaryschoolandpassingthematriculationexamination（33%）islowerthanthatofJewishstudents（53%）.TherearerelativelyfewArabcitizensworkinginprestigiousoccupations（medicine,law,engineer