http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Vocational identity, level of career indecision, and barriers of Hispanic reentry women in selected Texas community colleges
The purposes of this study were: to identify the vocational identity of Hispanic reentry women; to determine the level of career indecision of Hispanic reentry women; to identify the barriers to educational and occupational efforts of Hispanic reentry women with respect to their educational and career decision making needs; and to identify the reasons for participation in educational and counseling programs. The population consisted of Hispanic female reentry students enrolled in selected Texas public junior colleges as of the fall semester 1991 and the spring semester of 1992. The sample of 77 women was obtained from community colleges in El Paso, Beeville, Bryan, and Waco, Texas. The data for this research were collected using three instruments: My Vocational Situation (Holland, Daiger, & Power, 1980); the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koshier, 1976); and a Biographical Data Sheet. The data collected were analyzed using the following procedures: a. means and standard deviations scores were calculated for the vocational identity scale of My Vocational Situation (MVS) and the level of career indecision scale of the Career Decision Scale (CDS) to establish the vocational identity and level of career indecision of the participants; b. frequency distributions were calculated for the barriers and reasons for participation; c. ANOVA summary tables were prepared to determine the differences with respect to the vocational identity scores and with respect to the career indecision scores as influenced by level of education and years of paid work experience. The results of this research study indicated that a participant's level of education and years of paid work experience affected her vocational identity and her level of career indecision. Financial, family, and personal barriers were identified by a majority of the sample. Reasons for participation in educational or counseling programs were to obtain educational and career information, for personal development, and to assist the family.
"Major subject: Adult and Extension Education."