Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
CHAPTER 8
ADOLESCENT CAREER DEVELOPMENT
In small groups, have students describe their career choices at age 9 or 10 (4th or 5th grade), 13 or 14 (8th
or 9th grade), and 16-17 (11th or 12th grade). Discuss in the group how their choices reflect the
development of interests, capacities, and values as described by Super.
In small groups, have students describe their vocational maturity according to Super's concepts in Figure
Compare Super’s stages of adolescent career development with Howard and Walsh’s three levels of
adolescent training.
Have students role-play high school students with low or high vocational maturity with a partner as the
Which factors influenced your career choices when you were adolescents? How do these factors relate to
Super's concept of vocational maturity?
The following is an imagery exercise: Have students imagine themselves in a classroom with a teacher
and other students at a particular point in time. Have them recall the students who sat next to them, their
friends in the classroom, the appearance of the teacher, the furniture, and color of the classroom, etc.
Then ask them to imagine being of the opposite sex. Who would their friends be? What activities would
they be involved in? What courses would they take? What careers would they be likely to explore?
Discuss the class's reaction to this situation.
Have students give examples of sex role bias from teachers or peers who may have had an impact on their
self-esteem or career choice. They may also give examples of how they have observed the impact of sex
role bias on others.
Have students give an example of the effect of racial discrimination from teachers or peers that may have
