TAKING THE ROAD NOT TAKEN: CAREER CHANGE FOR MEN AND WOMEN IN THEIR THIRTIES (TRANSITION, SELF-CONCEPT, ADULT DEVELOPMENT).
Item
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Title
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TAKING THE ROAD NOT TAKEN: CAREER CHANGE FOR MEN AND WOMEN IN THEIR THIRTIES (TRANSITION, SELF-CONCEPT, ADULT DEVELOPMENT).
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Identifier
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AAI8611358
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identifier
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8611358
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Creator
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LEVINE, JOAN.
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Contributor
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Laurence Gould
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical | Education, Adult and Continuing
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Abstract
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Although there has been attention paid in the popular press to men and women in their thirties who have elected to return to school and retrain for a new career, few researchers have studied this phenomenon. This study examines such career transition. It focuses on two aspects of the transition: (1) its processes and tasks; (2) its implications in regard to the research literature on adult development, career development, transition theory and work and its impact on the sense-of-self.;Sixteen subjects (eight men, eight women) were interviewed using semi-structured in-depth interviews (two one and one-half hour sessions) designed to uncover as much as possible about the processes and tasks of career transition. All of the subjects had worked at least four years in the first career and none were re-entry housewives.;Two broad types of developmental tasks emerged from the study, instrumental tasks and affective tasks. There were nine instrumental tasks of career transition and they were: (1) recognize that the first career does not meet one's needs; (2) investigate and explore potential options; (3) decide on vocation and apply; (4) determine financial feasibility; (5) enter school and meet academic demands; (6) manage time; (7) establish a support system; (8) begin to function in new role; (9) find first job.;The seven affective tasks of career transition were: (1) adopt new values in regard to self; (2) allow self to feel feelings that may surface with the recognition that first career will not work out; (3) manage pressures generated in applying to schools; (4) maintain open communication with intimate partner; (5) deal with issues imposed by student/novice status; (6) deal with issues of competition; (7) internalize training experience. Utilizing the schema of tasks, the study explores the similarities and differences among the subjects, highlighting trends.;The findings are discussed as they confirm or diverge from the literature on adult development, career development, transition theory, and self-concept and career transition. The study diverges most significantly from previous literature in the finding of lack of major differences between men and women career changers.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
