A Historical Analysis of the Vocational Guidance of Women

Abstract The development of formal vocational guidance for women has been stalled by gender roles and expectations, restriction of occupational opportunities, and societal norms. Among women, the development of formal vocational guidance has also been stunted by racism and classism. A review of diverse women’s occupational experiences, vocational guidance, and utilization of interest inventories throughout the early to mid-1900s is provided. The impact of increased opportunities, social attitudes, and WWII on women’s occupation experience is explored. However, these opportunities mostly benefitted affluent White women, and the early literature contains little mention of diverse groups of women. During the first half of the 20th century, most women of color and women with fewer financial resources were excluded from formal vocational guidance. Thus, historical literature, contextual information, and contemporary analysis are provided to explore the development of vocational guidance for women, and underrepresented diverse women in particular. This paper highlights the historical roots of modern sexism in career counseling, and the need for cultural attitude shifts in addition to increasing women’s presence in various occupational fields

Ethical Responsibility: Rethinking Research and Practice With Vulnerable Populations

Ethical guidelines protect autonomy; ensure beneficence, non-malfeasance, and justice; and establish fiduciary responsibility. However, research and practice with vulnerable populations requires additional measures to ensure ethical professional work. This symposium addresses informed consent, confidentiality, research design/methodology, communal decision making, and professionals’ competency for ethical research and practice with vulnerable populations

Understanding the Career Aspirations of Community College Students through an SCCT Lens

The purpose of this study was to investigate the degree to which social support, career decision self-efficacy, perceptions of educational barriers, overcoming educational barriers, and willingness to compromise career for partner and children, were predictive of educational and achievement aspirations utilizing a Social Cognitive Career Theory lens. Data from a diverse sample of 236 community college students indicated that career decision self-efficacy, sacrificing career for partner, and efficacy in overcoming barriers were unique predictors of achievement and educational aspirations. Moreover, differences were found between racial/ethnic groups on perceptions of barriers, achievement aspirations, and educational aspirations. Implications of these findings for research and counseling are discussed