Faculty of Education: Additional Qualifications

Faculty of
Education
Additional Qualifications
Module 02
Presentation 03
André Samson Ph.D., c.o.

Overview of the
Presentation 1. Important Concepts
1.1 Origins of the Theory
1.2 Historical Facts
1.3 Career Based Developmental Perspective
2. Donald Super’s Theory

2.1 Career Development and Context
2.2 The Self-Concept
2.3 The Vocational Maturity Concept
2.4 Life Roles
3. The Vocational Development Process

3.1 Vocational Maturity and Development
3.2 Exploration
3.3 Crystallization
3.4 Specification
3.5 Realization
Additional Qualifications – Summer 2009

Overview of the
Presentation
4. Determinisms
4.1 Presence of Minorities in the General Population
4.2 Visible Minorities and Economic Situation
4.3 Belonging to a Minority Group and Self-Perception
4.4 Cultural Integration and Socio-Economic Status
4.5 Belonging to an Economically Disadvantaged
Group
4.6 Influence of Determinisms
4.7 Possible Solutions

According to Donald Super,
“Self-concept changes over time, and

develops as a result of experience.
As such, career development is
lifelong”

1. Important Concepts
1.1 Origins of the Theory

1.2 Historical Facts
 It is only after 1945 that developmental approaches were
introduced for career choice
 Ginzberg, Ginburg, Axelrad et Herma (1951) hypothesised

that the career choice process starts around the age of 11 and
concludes near the age of 17. During this period, the student
will cross three distinct stages:
(1) The Fantasy Stage

(2) The Tentative Stage
(3) The Realistic Stage
 Later, Ginzberg (1984) refuted his hypothesis, but reaffirmed

his conviction that career is a lifelong process. He claimed that
it is important for the individual to re-evaluate their career
progression in order to account for individual and social
changes.
http://www.extension.psu.edu/workforce/Briefs/OverviewCareerDev
(Insert).pdf

1.3 Career Based Developmental Perspective
1. Career is the amalgamation of a person’s lifelong work
experience and the means used to occupy those functions
 Career is much more than the amalgamation of
remunerated jobs that service an employer
1. Career is established in time

 Throughout a long career, the individual develops
and evolves
 For example, the nature of motivation that builds a

career can evolve throughout an individual’s
lifetime
 This evolution is both complex and

multidimensional

Introduction
 Super was considered as one of the tenants of the
developmental approach
 However, his theory is holistic and it could also

be considered eclectic:
 Given that it takes into account the

individual’s own elements as well as his or
her environment
 Given the linear progression of career, which

takes into consideration that career develops
throughout an individual’s lifetime

 Super grants a great importance to the context that surrounds the
individual during their career choice and development process. This
context can be divided into two main aspects: the familial context and
the economic context
2.1.1 The familial context
 According to Super, the family is multidimensional, in other words it is

comprised of a social, a psychological and an economic dimension. It
is within this context that children develop
 When it comes to interaction within a family, the child learns to either

identify with, or reject certain role models
 Child development is also influenced by the possibilities and the

resources their family has to offer
Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de

carrière ( 2e édition). Montréal : Gaétan Morin Éditeur.

2.1.1 The familial context
 According to Bujold et Gingras (2000), Donald Super identified four areas where family has an influence on the
development of the individual’s career choice. These areas are: (1) the preferences the individual will manifest,
(2) their entry into a profession, (3) their success, (4) the satisfaction that they will experience in this profession
Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition) . Montréal : Gaétan Morin Éditeur.

2.1.2 The economic context
 The economic context also has a certain degree of
influence on the individual’s career choice and
development
 For example, our culture favours certain professions (in

terms of prestige and remuneration). Liberal professions,
like law or medicine are good examples
 The development of the economy, in terms of

globalization, has also put pressure on the labour market
 Demography is also another variable to consider. The

increase in the retirement rate has opened up numerous
job possibilities

Workplace Knowledge of
the workplace
Interests Values
Individual
Aptitudes Personality

 Super was greatly influenced by the phenomenological trend of the social sciences. He
awarded a certain importance to subjectivity in career development
 One of the determinant factors of career development is the emergence of the concept of
‘self’ or ‘self-concept’. The ‘self’, according to Super, can be defined as being what the
person ‘is’. The concept of the ‘vocational self’ is seen as diverse experiences related to the
individual’s career
Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière (2e édition) . Montréal :
Gaétan Morin Éditeur.

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition) .

Montréal : Gaétan Morin Éditeur.

2.2.1 Realizing the Self-Concept
 As the self-concept gradually develops, the individual tries to actualize
it in a concrete manner by comparing it to the reality around them
 However, as positive and negative experiences occur, the self-concept

can be transformed
 This evolution is meant to help the individual adapt to professional

changes
 The more the individual advances in their career, the more their self-
concept will be static
 Today’s reality can provoke the evolution of the self-concept
Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de

carrière (2e édition) . Montréal : Gaétan Morin Éditeur.

 This includes self-knowledge, knowledge of the environment and the
capacity to manifest a certain autonomy and resourcefulness
 This concept can be defined as the methods used by individuals to set

their goals in the hopes of becoming professionals (Moisan et Dubé,
2000)
 Students that demonstrate a good sense of maturity are able to assume

the responsibilities of their decisions
 Vocational maturity nourishes the feeling that individuals have

certain control on the outcome of their lives
 Individuals realise that objective conditions can influence their
choice
 Individuals are conscience of their limits and their strengths
 Individuals can identify their interests
 Individuals can make realistic choices and realise them in an
adjusted and autonomous way

Are students concerned with their career choices?
Are they aware that one day they will be asked to make a career
choice? Are they ready to assume the consequences of that
choice?
Are students learning about the workplace in order to be able to
make an enlightened choice?
Are they developing a certain stability in terms of their
interests?
Is their self-concept starting to form in a stable manner?
Have they experienced autonomy at work?
Are they realistic in their career choices?

2.4 Life Roles

2.4 Life Roles
 The concept of “Life Roles”, helps us understand two
important life concepts:
1. First, career development covers all ages and is

not limited to a remunerated activity associated
to the workforce
2. A career plays a number of roles that evolve and

develop based on the person’s age and their
situation. A career takes on multiples forms, this
variety is desired and healthy for individuals
 http://www.mindtools.com/pages/article/newCDV_95.htm

Websites
 http://faculty.tamu-commerce
.edu/crrobinson/512/archway.htm
 http://careers.nuim.
ie/publications/documents/Adultguidanceintroduction
.pdf
 http://www.mindtools.com/pages/article/newCDV_
95.htm
 http://www.emploisetc
.ca/toolbox/checklists/employability.jsp

3. The Vocational Development Process
3.1 Vocational Maturity and Development
 Vocational maturity requires self-knowledge, knowledge of the
environment and of workplace conditions
 Synergy between these three elements promotes decision

making in a professional setting and a successful school/work
transition
 According to some researchers, in order to attain and develop

this level of maturity, it is important to overcome four
developmental steps (Pelletier and Bujold, 1984; Leclerc,
2001).
1. Exploration
2. Crystallisation
3. Specification
4. Realization

Exploration Crystallization Specialization Realization
► During these two first years, ►In grade 10, students start to opt ►Students continue to deepen their ►Students begin to chose their
students explore different areas of for one general area of interest that self-knowledge career project
interest echoes their identity
►They establish links between who ►This is when they will elaborate
►This is the “possibility”, the ►Students establish and specify the they are and their social and and create a career plan
“imaginary” and the “identifying contours of their personal image economic realities
with role models” stage ►The actualization of their choice
►They are more capable of ► It is the junction between these implies, for instance, the
►The students can imagine determining what appeals to them different element that allows elaboration of a plan in order to
themselves in different situations or and what they like to do students to make a precise choice attain their objectives
roles and to establish balance between
►They are able to take a certain what they desire and what society ►Students use their enterprising
►They start to see themselves as step back and question their has to offer them abilities, their resourcefulness, their
leaders of their own lives choices and the values that inspire perseverance, their creativity and a
them ►At the end of this step, students certain know how to accomplish
►This is a phase where students should have made their career this step
are still being more or less realistic, ►They can establish links between choice
they are impressionable and the realities of the workplace and ►In this final phase, help from
uncertain their career goals career counsellors or specialized
personnel is often necessary
►Their contemplation must be large
and must not be limited to a few ►This can include individual or
well determined occupations group support
► Their choices should ideally be

limited to lager areas of interest

Realization
Make a choice
Specification
Specify their Plan a career
preference project
Crystallisation
Classify and regroup 
Evolve towards Establish
different professions making a precise strategies to realise
Exploration career choice their choice
Determine their
Explore various interests based of
components of professional
personality occupations
Discovery Explore their
Initiate environment
Allow to
dream Discover various
professions
Begin self-
discovery

4. Determinisms
4.1 Presence of Minorities in the General
Population
 Visible minorities constituent 13% of the general
population in Canada (Tran, 2004)
 This segment of the population has grown and

doubled in size over the past 20 years
 73% of members of a visible minority live in large

urban areas (Toronto, Montreal, Vancouver)
 66% of members of a visible minority group are

born outside of Canada.

4. Determinisms
4.2 Visible Minorities and Economic
Situation
a) Men 24 to 54 years of age
 In 1981 foreign-born visible minority men aged 25 to 54 had
better employment and unemployment rates than Canadian-born
non-visible Minorities
 The 1980s and early to mid-1990s saw their employment situation

deteriorate more quickly than that of other men of prime-working
age
 In 2001, although visible minority prime working age men who

immigrated in the 1990s were more likely to be university-
educated than Canadian-born men, their unemployment rate was
higher than Canadian-born non-visible minority men (9.9% versus
6.3%).
 http://www.statcan.gc.ca/pub/11-008-x/2004001/article/6874-eng.pd

4. Determinisms
Situation
b) Situation in urban areas
 Large urban areas provide a sense of security the to ethnic habitants. However,
they are also characterised by isolation and poverty
 In Toronto, the unemployment rate of a Caucasian neighbourhood is

approximately 5.7% and people living below the poverty line can account for
about 17% of the population
 In an Asian neighbourhood, the unemployment rate is at 7.1% and the rate of

people living below the poverty line is 23%
 In a neighbourhood composed of a majority of African descendants, the

unemployment rate is 21.7% and the rate of people living below the poverty line
is 54% (Hou and Picot, 2004)
 The rate of unemployment for visible minorities is 9.9% in comparison to 6.3%

for the Caucasian population

4. Determinisms
Situation
c) Education
 In 2001, the rate of university graduates was higher for
men aged 24 to 54 born outside of Canada belonging to a
visible minority group then men born in Canada
 30% of men ages 24 to 54 born outside of Canada and

belonging to a visible minority group had a university
degree. This rate was at 19% for men of the same age born
in Canada and not belonging to a minority group
 For women, we see the same phenomenon, 28% of women

born outside of Canada and belonging to a visible minority
group had a university diploma. This rate was at 21% for
women born in Canada who did not belong to a visible
minority group

4. Determinisms
Situation
c) Revenue
 In 2004, the revenue of 47% of recent immigrants (75% visible
minority) were below the LICO (low-income cutoff)
 There is a strong correlation between being a recent immigrant

(less than7 years in Canada) belonging to a visible minority
group and revenue at the LICO
 According to Palameta (2004), the economic vulnerability of

visible minority immigrants seems to indicate that their transition
may be more difficult than other immigrants. This could be
attributed to their lack of knowledge of the official languages,
their difficulty to have their education recognised and
discrimination
 http://www.statcan.gc.ca/pub/75-001-x/10404/6843-eng.pdf

4. Determinisms
4.3 Belonging to a Minority Group and Self-
perception
 Forming a racial identity is a supplemental task that
an adolescent from a minority group must undertake
(Arbona, 1996)
 Accepting ethnic identity can play a positive role in

the development of career (Perron and al., 1998)
 Having a positive racial identity is associated to

higher scores on the Hope Scale (Jackson and
Neville, 1998).
 However, a high level of “racelessness” is linked to

anxiety and depression according to Arroyo and
Zigler (1995)

4. Determinisms
4.4 Cultural Integration and Socio-economic
Status
 Biculturalism
 This the term refers to the existence in
Canada of 2 principal cultures - that
associated with the English language and that
associated with the French (The Canadian
Encyclopaedia)
 This reality is more and more outdated in
Canada (linguistic aspect, national)...
 Cultural Integration
 Individual or group adaptation to a cultural
model in a given society
 Cultural integration is a learning process

4. Determinisms
4.4 Cultural Integration and Socio-economic
Status
 Having cultural pride and a knowledge of Canadian
culture aids in the socio-economic insertion
 Cultural integration is one of the major components of the

self-concept for many visible minorities
 A qualitative research found that for university

women of African descent, professional success
depends on their adaptation to the North-American
culture
 However, it was important for those women to also

have resources in their culture of origin (Alfred,
2001).

4. Determinisms
4.5 Belonging to an Economically Disadvantaged
Group
 Belonging to a disadvantaged social class can cause social
stigmatisation. Our society is more and more marked by this
type of social divide
 The gap between the rich and the poor is constantly growing.
Thus, this rise in poverty is not without consequence for
students. In fact, as the feeling of belonging to a social class
grows, so do the chances of succeeding in post-secondary
education. However, poverty often causes a student to entre
prematurely into the workforce and settle for less
remunerated work (Blustein and al., 2002)
 The family that is economically disadvantaged is less capable

of accompanying students in their career choice process. This
is because their resources are limited. Consequently, students
often have to fend for themselves and their scope of
experiences remain relatively narrow (Blustein and al.,
2002).

4. Determinisms
 Certain determinisms weigh heavily on students
journeys
 In fact, their social or ethnic origin can become

barriers that obstruct their career development
(Bujold and Gingras, 2000)
 In certain instances, the school system and

individual practices can promote the maintenance
of social inequities, just as a clear policy on career
education can promote the emancipation of students
who belong to disadvantaged social classes and
ethnic groups

4. Determinisms
 Students who come from an ethnic minority group and/or
who come from a disadvantaged economic environment
have specific challenges to face or barriers to break
 These challenges/barriers can fall under two categories:

internal challenges or external challenges.
 Internal challenges include the student’s subjective

perception, or their vision of the world. This can
include their motivation, their expectations or their
ambitions
 The external challenges come from an objective

realty. For example racism, discrimination or tough
social conditions are challenges that the student
must confront on a daily basis (Constantine and al.,
1998).

4. Determinisms
 The concept of challenges/barriers indicates how the
perception of the world can be different from one ethnic group
to another, but mainly how this type of belief system can
influence the student’s career choice (Constantine and al.,
1998)
 This construction of the world not only limits career choice,

but it also creates a dynamic in the workplace. Thus, for
students coming from a disadvantaged social class, work is
usually perceived as a way to survive
 These individuals do not see their career as a chance to

develop as individuals, nor do they see it as a way to
contribute to society
 These types of beliefs are therefore usually associated to a

pessimistic attitude, an undecided behaviour and a certain
form of vocational immaturity (Carter and Constantine, 2000)

4. Determinisms
 Belonging to a minority group is usually associated to
stigmatisation or marginalisation. Even a neutral reference to
the individual’s ethnic origin can provoke racist behaviours.
Therefore, an individual’s accent can be an unfavourable
factor when looking for a job (Atkins, 1993)
 In terms of external challenges, it appears that American

students who belong to an ethnic minority group have a higher
stress level related to: violence, unemployment or criminality.
In fact, a harmful social environment creates pressure for the
student, which often affects their academic success
 This would explain the high rate of school dropouts or the

choice of careers requiring little education (Constantine and
al., 1998). In general, members of minority groups do not
perform as well when it comes to education and work (Hawks
and Muha, 1991)

4. Determinisms
 Research has identified various ways to reduce
these unfavourable determinisms. Thus, for
students belonging to ethnic minority groups, it is
important to promote acceptance of their identity.
 While rejecting one’s ethnic identity can disturb

the student, recognising and endorsing it can
encourage it’s development. In other words, it is
important to help students be proud of their
origins (Carter and Constantine, 2000).
 According to research, having social role models

who belong to ethnic minority groups and who
have succeeded can also be helpful.

4. Determinisms
 A part-time job can also provide the student with
experience and develop realistic expectations of
the workplace. It is also suggested to help the
student create a concrete link between their
studies and the workplace
 It seems that the teacher’s personality also plays a

particularly important role. A teacher who has
high expectations promotes healthy competition
among students
 Other students may prefer to consult a counsellor

who shares their ethnic background. This
preference may be manifested by a reluctance to
accept the dominant culture. It is important to
recognise this reluctance (Townes, 2004)

4. Determinisms
4.7.1 Family and School Environment
 Social origin is a determinism that influences career
choice. Some of the elements that contribute to the
construction of social origin are: the father’s
professional status and the parent’s level of education.
 It is certain that family plays a pivotal role. Not only

with career choice, but also in the way the individual
sees and assumes work. It seems that the quality of the
family’s support is what matters
 A family that is actively implicated in the exploration

of a career choice will promote a clear and adjusted
career choice and help shape the child’s vocational
identity

4. Determinisms
4.7.1 Family and School Environment
 The school environment can also be a factor in the social
stratification. In fact, at school students are often divided
based on their social class, their aptitudes or their
orientation. This can be a factor of inequity
 A school that offers numerous programs constitutes an

environment that is more stimulating
 It also seems that the presence of a guidance counsellor

has helped to: encourage the development of educational
projects that are more ambitious, reduce the probability of
indecision and help to create career goals
 It seems that workplace information is particularly helpful

in disadvantaged areas

Conclusion


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Faculty of

André Samson Ph.D., c.o.

2. Donald Super’s Theory

3. The Vocational Development Process

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

“Self-concept changes over time, and

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

 Ginzberg, Ginburg, Axelrad et Herma (1951) hypothesised

(1) The Fantasy Stage

 Later, Ginzberg (1984) refuted his hypothesis, but reaffirmed

Additional Qualifications – Summer 2009

1. Career is established in time

 For example, the nature of motivation that builds a

 This evolution is both complex and

Additional Qualifications – Summer 2009

 However, his theory is holistic and it could also

 Given that it takes into account the

 Given the linear progression of career, which

Additional Qualifications – Summer 2009

2.1.1 The familial context

 According to Super, the family is multidimensional, in other words it is

 When it comes to interaction within a family, the child learns to either

 Child development is also influenced by the possibilities and the

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

 For example, our culture favours certain professions (in

 The development of the economy, in terms of

 Demography is also another variable to consider. The

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de carrière ( 2e édition) .

Additional Qualifications – Summer 2009

 However, as positive and negative experiences occur, the self-concept

 This evolution is meant to help the individual adapt to professional

 Today’s reality can provoke the evolution of the self-concept

Bujold, C. et Gingras, M. (2000). Choix professionnel et développement de

Additional Qualifications – Summer 2009

 This concept can be defined as the methods used by individuals to set

 Students that demonstrate a good sense of maturity are able to assume

 Vocational maturity nourishes the feeling that individuals have

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

1. First, career development covers all ages and is

2. A career plays a number of roles that evolve and

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

 Synergy between these three elements promotes decision

 According to some researchers, in order to attain and develop

Additional Qualifications – Summer 2009

► Their choices should ideally be

Additional Qualifications – Summer 2009

Additional Qualifications – Summer 2009

 This segment of the population has grown and

 73% of members of a visible minority live in large

 66% of members of a visible minority group are

Additional Qualifications – Summer 2009

 The 1980s and early to mid-1990s saw their employment situation