1、Career DecisionMaking Difficulties Among Israeli and Palestinian Arab HighSchool SeniorsCareer Decision-Making Difficulties Among Israeli and Palestinian Arab High-School Seniors内容1. ETHNIC AND CULTURAL CHARACTERISTICS OF ARAB SOCIETY2. THE GOAL OF THE PRESENT RESEARCH3. METHOD4. Participants5. Ques
2、tionnaire6. Procedure7. Analyses8. RESULTS9. Psychometric Properties of the Questionnaire10. The Internal Structure of the CDDQ11. Degree of Decidedness12. Differences among the Three Locations13. Gender Differences14. DISCUSSION15. Implications for Counseling16. Table 1. Means, Standard Deviations,
3、 Reliabilities of the CDDQ Scales, and their Correlation with Severity (N = 1613)17. Table 2. Means and Standard Deviations of the CDDQ Scales According to Participants Gender18. ReferencesListenSelect: Making a career decision becomes a major priority for adolescents during the last year of high sc
4、hool. The present study examined the taxonomy of career decision-making difficulties among 1,613 Arab 12th-grade students attending schools in East Jerusalem, areas in the West Bank under the Palestinian National Authority, and Israel. No significant differences were found among the three locations;
5、 gender differences were found in the major category Lack of Readiness and in four scales (lack of motivation, general indecisiveness, lack of information about additional sources, and external conflicts). Implications for counseling high-school students are discussed.The term career indecision is d
6、efined in the broadest sense as difficulties individuals have when deciding on a career (Chartrand, Rose, Elliot, Marmarosh, & Caldwell, 1993; Gad, Krausz, & Osipow, 1996; Leong & Chervinko, 1996), and refers to any problem or barrier arising in the decision-making process (Fuqua, Blum, & Hartman, 1
7、988). Theory and research on indecision has focused on theoretical aspects of this concept (e.g., its dimensionality, Savickas, Carden, Toman, & Jarjoura, 1992; Shimizu, Vondracek, & Schulenberg, 1994) and on the distinction between temporary developmental indecision and deeper, more chronic and per
8、vasive indecisiveness (Callanan & Greenhaus, 1992; Cohen, Chartrand & Jowdy, 1995; Santos, 2001).In the theoretical realm, various approaches have been used in order to understand and describe indecision. For example, the psychodynamic approach (Bordin & Kopplin, 1973) attempted to classify difficul
9、ties according to their internal unconscious sources rather than visible symptoms. The developmental approach (Osipow & Fitzgerald, 1996; Super, 1953) used the notion of vocational self-concept to describe career decision difficulties, whereas the vocational interest approach (Holland, 1997) focused
10、 on problems in the consistency and crystallization of vocational preferences.Gati et al., (1996) developed the taxonomy of difficulties in career decision making which was used as the theoretical framework in the present research. In this taxonomy the difficulties were defined as deviations from an
11、 ideal career decision maker-a person who is aware of the need to make a career decision, willing to make such a decision, and capable of making the decision correctly (based on an appropriate process and compatible with the individuals goals and resources). Any deviation from this model of an ideal
12、 career decision maker was regarded as a potential difficulty that could affect the individuals decision-making process in one of two possible ways: (a) by preventing the individual from making a career decision, or (b) by leading to a less than optimal career decision.The taxonomy (Gati et al., 199
13、6) includes three major difficulty categories that are further divided into ten specific categories. The first major category, Lack of Readiness, includes three categories of difficulties that may arise before the beginning of the career decision-making process: (a) lack of motivation to engage in t
14、he career decision-making process, (b) general indecisiveness concerning all types of decisions, and (c) dysfunctional beliefs, including irrational expectations (Nevo, 1987) concerning the career decision-making process (e.g., I believe there is only one ideal career for me).The two other major dif
15、ficulty categories, Lack of Information and Inconsistent Information, include types of difficulties that may arise during the actual career decision-making process. Lack of Information includes four categories of difficulties: (a) lack of knowledge about the steps involved in the process, (b) lack o
16、f information about the self, (c) lack of information about the various alternatives (e.g., occupations, high school classes, college majors), and (d) lack of information about the sources of additional information. The major category Inconsistent Information includes three types of problems in usin
17、g information: (a) unreliable information, that is difficulties related to unreliable or contradictory information (e.g., above average high-school grades, but a low SAT score); (b) internal conflicts such as contradictory preferences or difficulties concerning the need to compromise; and (c) extern
18、al conflicts (that is, conflicts involving the influence of significant others).Further distinctions are made within each category; for example, within the category of lack of information about the self, a distinction is made between lack of information regarding the individuals preferences (What do
19、 I want?) and capabilities (What can I do?). For a more detailed description and discussion of the taxonomy, see Gati et al. (1996).The Career Decision-Making Difficulties Questionnaire (CDDQ; Gati et al., 1996) was constructed in order to empirically test the proposed theoretical taxonomy, in which
20、 each of the ten difficulty categories is represented by several statements (e.g., It is usually difficult for me to make decisions). Studying both American and Israeli samples of young adults, Gati et al. found a great similarity between the empirical structure of the three major categories and the
21、 ten specific categories, on the one hand, and the theoretical structure, on the other. Further support for the proposed structure was obtained by Osipow and Gati (1998), who examined the construct and concurrent validity of the CDDQ, using the Career Decision-Making Self-Efficacy-Scale (CDMSE, Tayl
22、or & Betz, 1983) and the Career Decision Scale (CDS, Osipow, Carney & Barak, 1976; Osipow & Winer, 1996). Lancaster, Rudolph, Perkins, and Pattens research (1999) supported the construct validity of the CDDQ, reporting a large difference between decided and undecided groups in the total CDDQ score.
23、The structure was also supported in subsequent research (Gaff, Osipow, Krausz, & Saka, 2000; Gaff, Saka, & Krausz, 2001; Mau, 2001).In a recent study (Gaff & Saka, 2001), the taxonomy of difficulties proposed by Gaff et al. (1996) was adapted to fit the difficulties faced by Israeli adolescents in t
24、hree different high-school grades and decision situations: choosing a senior high school in the ninth grade (which is the last year of junior high school in Israel), choosing high-school elective courses during the tenth grade, and deciding which military job they would prefer (which is compulsory a
25、t the end of high school for most students) in the eleventh grade. The original questionnaire was revised and adapted for each of the three decision situations, and the structures of the ten difficulty categories were empirically examined in each of the three grades. Gati and Saka reported a great r
26、esemblance between the theoretical model and the empirical structure in each of the grades; in each one, the structures were similar to the hypothesized one. The structure across all grades (1,843 students) was almost identical to the theoretical structure. The present study aimed at examining the c
27、ross-cultural validity of the structure of difficulties among Arab adolescents, while focusing on the possible effects of their cultural and ethnic background.ETHNIC AND CULTURAL CHARACTERISTICS OF ARAB SOCIETYThe religious laws of Islam and the customs of Arab society derived from them determine fa
28、mily roles. The traditional family is based on a patriarchal model in which the husband is the senior male and indisputable head of the household. The Quran and Arab culture establish that children must be protected and cherished, and that they must be obedient and committed to the will of their par
29、ents. While men honor their heritage by fulfilling their masculine role and fathering children (especially boys), women are expected to be modest and faithful, and to bear many children, preferably boys (Elkholy, 1988; Pryce-Jones, 1989). As in other patriarchal societies, in Arab society marriage i
30、s considered compulsory, and families tend to be large and extended. Although at present there is some flexibility regarding gender differences, which also affect the idea that women must be totally subordinate to men, there are still different socialization processes for male and female adolescents
31、. The preference for boys also leads to higher expectations from them than from girls.Another factor significantly affecting career decision processes is the political situation of Israeli Arabs. There are specific career constraints for Arabs in Israel. For example, jobs in specific occupational fi
32、elds such as aviation or security-related industries are closed to Arab citizens; these career options are automatically eliminated from the range of options for Arab adolescents. In addition, there is great variance in the economic status of Arab families; on the average, their income is significan
33、tly lower than that of the average Jewish Israeli family. The percentage of Arab adolescents completing secondary school and passing the matriculation examination (33%) is lower than that of Jewish students (53%). There are relatively few Arab citizens working in prestigious occupations (medicine, law, engineer
