ERIC Number: ED333152
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Social Class and Ethnic Differences in College Students' Career Maturity: A Quantitative and Qualitative Analysis.
Luzzo, Darrell Anthony
Social class and ethnic group differences in college students' career maturity were investigated. Participants were 401 undergraduates (250 females, 151 males) attending California State Univesity, Long Beach. Quantitative measurements included: (1) the Duncan Index of social class; (2) Career Maturity Inventory-Attitude Scale; (3) the Vocational Preference Inventory and coding of a subject's career aspiration to determine vocational congruence; (4) the Career Development Inventory's University and College Form (to measure career decision-making ability); and (5) grade point average (GPA). One-third (n=128) of the sample participated in the survey and interview phases; the other two-thirds participated only in the survey. Quantitative analyses did not reveal significant social class differences in career maturity. Various ethnic group differences were observed in regard to career mature attitudes, vocational congruence, and GPA. In terms of career mature attitudes, Caucasian-Americans exhibited significantly greater career maturity than did Filipino and Asian-American students. Filipino students reported a significantly lower mean vocational congruence than all other ethnic groups. Findings suggested that current theories of career development and career counseling were lacking in their application to today's ethnically diverse college population. (33 references) (YLB)
Descriptors: Career Choice, Career Development, Career Planning, Comparative Analysis, Decision Making Skills, Differences, Educational Research, Ethnic Groups, Higher Education, Interviews, Qualitative Research, Social Class, Statistical Analysis, Student Attitudes, Surveys, Undergraduate Students, Vocational Maturity, Work Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: California State University Long Beach
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 1991). "Filled" type throughout document.