Factors affecting the career maturity of African-American university students : a causal model

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dc.contributor.advisor Bowman, Sharon L., 1960- en_US
dc.contributor.author Naidoo, Anthony Vernon en_US
dc.coverage.spatial n-us--- en_US
dc.date.accessioned 2011-06-03T19:29:23Z
dc.date.available 2011-06-03T19:29:23Z
dc.date.created 1993 en_US
dc.date.issued 1993
dc.identifier LD2489.Z68 1993 .N3 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178974
dc.description.abstract Since the 1970s, several researchers have questioned the applicability of theories of career development based on research with White males to women, minority group members, andindividuals from low socioeconomic milieus. This study examined the validity of D.E. Super's theory of career development in an underresearched subject population, African-American male and female university students. A conceptual model of career maturity composed of determinants derived from Super's theory (1953, 1972, 1990) and based on research with Caucasians was hypothesized and examined. The rationale was that finding a good fit of the model that also accounted for a significant proportion of the variance would support the adequacy of Super's theory in explaining the career maturity of African-American students as well.The co-determinants of career maturity in the model were sex, educational level, and socioeconomic status (SES) as exogenous variables, and causality and work salience as endogenous variables. Causality and work salience were depicted as latent variables mediating the effects of the demographic variables on career maturity. The model was tested on a sample of 288 African-American students from freshman to doctoral levels. Additional hypotheses investigated which variables in the model were the best predictors of career maturity, sex differences in commitment to the work-role and in career maturity, and the relationship between SES and career maturity.Structural equation modeling using the EQS software program (Bentler, 1989) indicated that, while a good fit of the hypothesized model was obtained, only 12% of the variance in career maturity was explained by the variables in the model. The results suggested that Super's theory may not be wholly adequate in explaining the career maturity of African-American university students. Only commitment to work and educational level were found to be significant predictors of career maturity. Female students were found to be more committed to the work-role and to be more career mature than male students. In general, African-American students exhibited higher participation, commitment, and value expectations in the role of home and family than for the work-role. No significant relationship between SES strata and career maturity was found. Implications for theory, research, and practice were delineated and variables that may be more salient for African-American students' career maturity were also identified. en_US
dc.description.sponsorship Department of Counseling Psychology and Guidance Services
dc.format.extent xiii, 191 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Vocational interests. en_US
dc.subject.lcsh Career development -- Public opinion. en_US
dc.subject.lcsh African Americans -- Employment. en_US
dc.subject.lcsh African Americans -- Attitudes. en_US
dc.title Factors affecting the career maturity of African-American university students : a causal model en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/862292 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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