| EDCE 201: Career and Life Planning Chapter Review - Chapter 3 ____________________________________________________________________________________________ 1. Carney and Wells indicate that by age 18, many expectations and stereotypes, especially those associated with gender, race, and occupation are firmly established in a person�s mind. Many cultures have distinct ideas about what is �women�s work� and what is �men�s work.� Make a list of 10 careers you believe your culture views as �men�s work� and 10 careers you believe your culture views as �women�s work.� Next, rank the jobs you listed for the opposite sex according to your interest from �most likely to consider as a career� to �least likely to consider as a career�. In a few sentences, tell me whether you agree with your culture�s views of �women�s work� and �men�s work� and why. Moreover, what factors played a role in your ranking? 2. Two different job classification systems were developed based on the Department of Labor�s worker trait groups�data, people, things. Look at them more closely and see where you fall within the classification system: a. Look over the six job clusters and families developed by Dale Predinger and his colleagues at ACT (American College Testing Program) in Figure 3-3, p. 63 in your text. Rank the job clusters in order from MOST interesting to LEAST interesting to you. b. Next, look at Holland�s work and worker personality types in Figure 3-4, p. 64-65. Rank the personality types in order from MOST interesting to LEAST interesting to you. How do your rankings compare? Are they similar? Or are they different? How do you interpret those similarities or differences? In the next few weeks, you�ll be completing an interest survey to get a sense of how well the above predictions about yourself compare with your inventoried preferences, interests, and abilities. 3. Name three specific ways that you might make productive use of your leisure time on the OU campus or surrounding area to promote your career goals. If you need help thinking of ideas, review the suggestions on pages 64-66 in your text. 4. On Table 3-1, p. 56-57 in your text, the authors discuss factors affecting vocational self-concepts. Those factors include: attitudes and beliefs, aspirations, preferences, interests. I�d like you to consider how these factors are influenced by the media. Choose ONE of the following activities and share your findings with the class. (You do not have to write about your findings, just tell us what you discovered by looking at the media through a different lens!) Your discussion of your findings is worth 20 points. a) Watch non-educational children�s programming. Are men or male characters more prominent than women and female characters? Are there differences in the activities, integrity, intelligence, and so forth of male and female characters? How do you think commercial children�s programming influences children�s ideas about careers? b) Watch popular prime time television programming depicting relationships between men and women. How many relationships seem relatively egalitarian (equal)? Are male and female partners shown equally involved in work outside the home and inside it? Do they participate equally in making decisions that affect them both, or does one partner exercise more influence than the other? c) Watch some MTV programs. Are women presented as subject to men�s power? What does this imply about men�s identity? How might this affect our perception of men and women in the workforce? d) Watch morning and evening news programming. What kinds of stories do male and female reporters and newscasters present? Are there differences in story content? Are there differences in the communication styles of male and female newscasters? What messages might these differences send about men�s and women�s career choices? e) Bring advertisements from magazines to class and discuss the images of women, men, and relationships in them. Are these healthy? What are your options as a reader and consumer? How do you think advertisements such as these influence students� ideas about careers? f) Discuss a new product introduced into the market and notice how it is advertised. What relationship meanings exist in advertising messages�what do they tell us we should be, do, and think as women and men? g) Listen to music on popular stations. Discuss differences and similarities in music by women and men artists. Do you find there are different themes or alternative emphases in lyrics and music? Are these differences consistent with other cultural messages about men and women in the workforce? What are those messages? |