A career readiness typology and typal membership in middle school

Career Development Quarterly, Sept, 2004 by Patrick Akos, Tim Konold, Spencer G. Niles

Observed demographic proportions within each cluster were compared with what would be expected if these characteristics were proportionately distributed across the seven profiles according to their representation in the total sample (N = 614). For example, the total sample following the trim procedure used in the clustering algorithm (N = 614) comprised 50.6% boys and 49.3% girls. Profile 1 contained 21.3% of the total sample (n = 131). Thus, we would expect 50.6% of this number to be boys and 49.3% of this sample to be girls. This procedure tested for violations of this hypothesis within each profile. Race comparisons were limited to comparisons between White, Black, and other because of the low prevalence rates for some groups. Type I error rates were controlled through the use of Bonferroni adjustments. Results failed to demonstrate any statistically significant differences from population expectance on the demographic variables of race, gender, SES, or ESL within any of the seven clusters. These results suggest that the seven core profiles identified can be expected to generalize across groups differing on these demographic features. In other words, the aforementioned demographic features were proportionately represented in each of the clusters. Special education classification and school membership were the only variables to show departures from expectancy. In both instances, differences were observed only within Profile 7.

Profile Types

1. Average Information/High Decision (prevalence = 21.3%). This profile yielded the highest prevalence rate. The two types of information needs and decision needs were not particularly differentiated. This profile demonstrated general information needs that were slightly below average and decision needs that were somewhat elevated. Students in this profile had higher reported behavior problem scores on average than students in Profile 2.

2. High Information/Average Decision (prevalence = 16.3%). Students with this profile were well above the mean on both measures of information needs. They were somewhat above the mean on career choice anxiety and were centered at the mean on generalized indecisiveness. These students had fewer behavior problems than those with Profiles 1 or 7 and were reported as having fewer absences than students in Profile 7.

3. Average Information/Average Decision (prevalence = 12.7%). Means in this profile were all within .5 standard deviation. Means on self-knowledge and generalized indecisiveness were somewhat elevated, whereas career information or career decision-making needs were below the mean. Students in this profile were reported as having fewer behavior problems than those in Profile 7.

4. High Information/Low Decision (prevalence = 11.1%). Sharp contrasts are evident in this profile with both measures of information needs approximately 1 standard deviation above the mean and both measures of decision needs approximately 1 standard deviation below the mean. This profile was characterized by fewer behavior problems and absences than in Profile 7.