Middle School, Middle-Skills: 8th Grader's Interest in Middle-Skill Occupations

Autor/inn/en	Masters, Stephanie; Barth, Joan M.
Titel	Middle School, Middle-Skills: 8th Grader's Interest in Middle-Skill Occupations
Quelle	In: Journal of Career Development, 50 (2023) 2, S.317-334 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masters, Stephanie) ORCID (Barth, Joan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/08948453221089364
Schlagwörter	Grade 8; Occupations; Career Pathways; Gender Differences; Job Skills; Skill Development + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Beruf; Berufsumfeld; Geschlechterkonflikt; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	There is a workforce shortage in middle-skill occupations requiring some educational training but not a 4-year college degree, such as skilled trades (e.g., construction), transportation (e.g., drivers), and manufacturing. Identifying factors that promote adolescent interest in middle-skill occupations is crucial in combating this shortage. This study examined whether variables contributing to adolescent interest in STEM occupations, such as gender, occupation goal affordances, and occupational knowledge, extend to middle-skill occupations. Results from hierarchical linear models revealed that adolescents (N = 502) were interested in middle-skill occupations for which they felt knowledgeable and perceived to afford agentic and communal goals. The effect of perceived knowledge on interest in construction and manufacturing occupations was stronger for boys than girls. Efforts to increase interest in middle-skill occupations should address the gender gap in perceived knowledge and highlight how these occupations fulfill agentic and communal goals. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01