Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-27T06:32:39.321Z Has data issue: false hasContentIssue false

19 - Career Development of Women

An International Perspective

from Section 4 - Work and Family Issues

Published online by Cambridge University Press:  20 July 2020

By
S. Alvin Leung  and
Rachel Gali Cinamon
Edited by
Fanny M. Cheung  and
Diane F. Halpern
Fanny M. Cheung
Affiliation:
The Chinese University of Hong Kong
Diane F. Halpern
Affiliation:
Claremont McKenna College, California
Get access

Summary

This chapter discusses conceptualization, research, and intervention issues related to the career development of women. First, social and psychological factors affecting the career development of women are reviewed. Second, recent theoretical advances and formulations in career development most relevant to understanding the career challenges of women are examined. Third, research findings related to gender differences in career choices and interests are examined, including those that seek to explain differences in STEM-related interests and careers. Fourth, implications for career guidance and counseling are discussed in light of the literature reviewed. Overall, this chapter seeks to enrich the literature on the career development of women using an international perspective and suggest career development practices that can move our societies toward achieving greater gender equity.

Keywords

Career assessmentcareer interestscareer choiceswomen’s career developmentcareer counselingcareer guidancecareer interventionswork–family interfaceSTEM interests and careers
Type
Chapter
Information
The Cambridge Handbook of the International Psychology of Women , pp. 275 - 288
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Suggested Readings

Alvin Leung Seung-Ming is Dean of Education of the Chinese University of Hong Kong. Born and raised in Hong Kong, he received his doctorate in Counseling Psychology from the University of Illinois, Urbana-Champaign, and joined CUHK in 1996 after serving as a faculty member at the University of Nebraska-Lincoln and the University of Houston. His research focused on career development and assessment, cross-cultural and multicultural counseling, and counseling in educational settings. He is a Fellow of the American Psychological Association (APA) and of the Hong Kong Professional Counselling Association. He received the Distinguished Contributions to the International Advancement of the Counseling Profession Award from the Society of Counseling Psychology of the APA in 2008; the 2009 Distinguished Alumni Award from the College of Education, University of Illinois at Urbana-Champaign; the 2015 Life Time Contribution Award from the International Section of the APA Division of Counseling Psychology; the 2018 Outstanding International Psychologist Award from the APA Division of International Psychology; and the 2018 Award of Outstanding Contribution to the Profession of Chinese Career Development from the 2018 Shanghai Conference supported by NCDA. His co-edited book, International handbook of cross-cultural counseling: Cultural assumptions and practices worldwide received the 2010 Ursula Gielen Book Award from the APA Division of International Psychology. He is a member of several Hong Kong government advisory committees, including the Education Commission and Family Council. He is currently Chief Principal-Investigator of the CLAP for Youth @ JC, a large-scale career development intervention project for Hong Kong students organized by the Hong Kong Jockey Club Charities Trust.

Rachel Gali Cinamon is Full Professor at Tel Aviv University, Israel, where she serves as head of the Career Development Lab, and the post muster career-counseling program, as well as the School of Education. Born and raised in Israel, she attended Bar Ilan University where she obtained her PhD. Her research interests focus on career development of women, minorities and at risk populations, work–family relations through the life span, future plans and perceptions, and career interventions. Her research group involves several university–community partnerships that focus on career interventions in high schools and in civic organizations.  Cinamon developed a special and unique career intervention model that emphasizes the importance of being involved in four major roles in order to increase well-being and life satisfaction: work, family, community, and leisure. Her work is driven by her deep commitment to human development and by her belief in her social responsibility for individuals’ health, well-being, and meaningful life. She is a mother of three children, a spouse, a friend, and a long-distance runner.

Gatsby Foundation (2018). Good career guidance: Reaching the Gatsby benchmarks. London: The Gatsby Foundation.Google Scholar
Richardson, M. S. (2012). Counseling for work and relationship. Counseling Psychologist, 40, 190–242. doi:10.1177/0011000011406452Google Scholar
Su, R., & Rounds, J. (2015). All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields. Frontiers in Psychology, 6, 1–20. doi:10.3389/fpsyg.2015.00189Google Scholar
Walsh, W. B. & Heppner, M. J. (Eds.). (2006), Handbook of career counseling for women (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Whiston, S. C., & Cinamon, R. G. (2015). The work–family interface: Integrating research and career counseling practice. Career Development Quarterly, 63(1), 44–56. doi:10.1002/j.2161-0045.2015.00094CrossRefGoogle Scholar

References

Akpinar-Sposito, C. (2013). Career barriers for women executives and the Glass Ceiling Syndrome: The case study comparison between French and Turkish women executives. Procedia – Social and Behavioral Sciences, 75, 488–497. doi:10.1016/j.sbspro.2013.04.053Google Scholar
Al‐Yagon, M., & Cinamon, R. G. (2008). Work–family relations among mothers of children with learning disorders. European Journal of Special Needs Education, 23(2), 91–107. doi:10.1080/08856250801946202CrossRefGoogle Scholar
Allan, B. A., Autin, K. L., & Duffy, R. D. (2016). Self-determination and meaningful work: Exploring socioeconomic constraints. Frontiers in Psychology, 7, 71. doi:10.3389/fpsyg.2016.00071Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1016/0146-6402(78)90002-4Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman/Times Books/Henry Holt & Co.Google Scholar
Beaman, L., Duflo, E., Pande, R., & Topalova, P. (2012). Female leadership raises aspirations and educational attainment for girls: A policy experiment in India. Science, 335(6068), 582–586. doi:10.1126/science.1212382Google Scholar
Betz, N. E. (2006). Basic issues and concepts in the career development and counseling of women. In Walsh, W. B. & Heppner, M. J. (Eds.), Handbook of career counseling for women (2nd ed.), (pp. 45–74). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Betz, N. E. (2008). Women’s career development. In Denmark, F. L. & Paludi, M. A. (Eds.), Psychology of women: A handbook of issues and theories (pp. 717–752). Westport, CT: Praeger.Google Scholar
Blau, F. D., & Kahn, L. M. (2016). The gender wage gap: Extent, trends, and sources. Journal of Economic Literature, 55(3), 789–865. doi:10.3386/w21913Google Scholar
Blustein, D. L. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. New York: Routledge.Google Scholar
Blustein, D. L., Olle, C., Connors-Kellgren, A., & Diamonti, A. J. (2016). Decent work: A psychological perspective. Frontiers in Psychology, 7, 45–62.  doi:10.3389/fpsyg.2016.00407Google Scholar
Burgstahler, S., & Chang, C. (2007). Gender differences in perceived value of a program to promote academic and career success for students with disabilities. Journal of Science Education for Students with Disabilities, 12(1), 2. doi:10.14448/jsesd.01.0001Google Scholar
Byars-Winston, A., Diestelmann, J., Savoy, J. N., & Hoyt, W. T. (2017). Unique effects and moderators of effects of sources on self-efficacy: A model-based meta-analysis. Journal of Counseling Psychology, 64(6), 645–658. doi:10.1037/cou0000219Google Scholar
Central Bureau of Statistics. (2015). Labor force surveys. old.cbs.gov.il/webpub/pub/text_page.html?publ=68Google Scholar
Central Bureau of Statistics. (2017). Household income and expenditure: Data from the household expenditure survey-general summary. www.cbs.gov.il/en/publications/Pages/2017/Household-Income-and-Expenditure.aspxGoogle Scholar
Cha, Y., & Weeden, K. A. (2014). Overwork and the slow convergence in the gender gap in wages. American Sociological Review, 79(3), 457–484. doi:10.1177/0003122414528936Google Scholar
Choi, B. Y., Park, H., Yang, E., Lee, S. K., Lee, Y., & Lee, S. M. (2012). Understanding career decision self-efficacy: A meta-analytic approach. Journal of Career Development, 39(5), 443–460. doi:10.1177/0894845311398042Google Scholar
Cinamon, R. G. (2006). Anticipated work–family conflict: Effects of gender, self‐efficacy, and family background. Career Development Quarterly, 54(3), 202–215. doi:10.1002/j.2161-0045.2006.tb00152.xCrossRefGoogle Scholar
Cinamon, R. G. (2014). “The Synergy Project”: A group career counseling intervention to enhance work–family management. In Hartung, P. J., Savickas, M. L., & Walsh, W. B. (Eds.), APA handbook of career intervention, Vol. 2: Applications (pp. 413–425). Washington, DC: American Psychological Association.Google Scholar
Cinamon, R. G. (2017). Exploration process and future plans of Arabs and Jewish Israeli young adults – Implications for career interventions. In Sultana, R. & Sultana, G. (Eds.), Career guidance and livelihood across the Mediterranean (pp. 187–202). Boston, MA: Sense.CrossRefGoogle Scholar
Cinamon, R. G. (2018). The challenge of career counseling and guidance for adolescents and young adults in areas of global migration and multicultural societies – the case of Israeli Arabs. In Nota, L. & Salvatore, S. (Eds.), Counseling and coaching in time of crisis and transitions: From research to practice (pp. 192–205). New York: Routledge.Google Scholar
Cinamon, R. G., & Hasson, I. (2009). Facing the future: Barriers and resources in work and family plans of at-risk Israeli youths. Youth and Society, 40, 502–525. doi:10.1177/0044118X08328008Google Scholar
Cinamon, R. G., & Rich, Y. (2002). Gender differences in the importance of work and family roles: Implications for work–family conflict. Sex Roles, 47(11–12), 531–541. doi:10.1023/A:1022021804846CrossRefGoogle Scholar
Cinamon, R. G., & Rich, Y. (2014). Work and family plans among at-risk Israeli adolescents: A mixed-methods study. Journal of Career Development, 41(3), 163–184. doi:10.1177/0894845313507748Google Scholar
Cinamon, R. G., Rich, Y., & Gross-Spector, M. (2012). What areas of life do Israeli Jewish and Arab young adults explore? Poster presented at the Annual Meeting of the American Psychology Association, Orlando.Google Scholar
Coogan, P. A., & Chen, C. P. (2007). Career development and counselling for women: Connecting theories to practice. Counselling Psychology Quarterly, 20(2), 191–204. doi:10.1080/09515070701391171Google Scholar
Cortes, P., & Pan, J. (2016). When time binds: Returns to working long hours and the gender wage gap among the highly skilled. IZA Discussion Paper, No. 9846, IZA Institute of Labor, Bonn.Google Scholar
Cortes, P., & Pan, J. (2018). Occupation and gender. In Averett, S. L., Argys, L. M., & Hoffman, S. D. (Eds.), The Oxford Handbook of Women and the Economy (pp. 424–452). Oxford University Press. doi:10.1093/oxfordhb/9780190628963.013.12Google Scholar
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221. doi:10.1111/cdep.12193Google Scholar
Dodson, T. A., & Di Borders, L. A. (2006). Men in traditional and nontraditional careers: Gender role attitudes, gender role conflict, and job satisfaction.  Career Development Quarterly, 54(4), 283–296. doi:10.1002/j.2161-0045.2006.tb00194.xGoogle Scholar
Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016). The psychology of working theory. Journal of Counseling Psychology, 63(2), 127–148. doi:10.1037/cou0000140Google Scholar
Farmer, H. S. (2006). History of career counseling for women. In Walsh, W. B. & Heppner, M. J. (Eds.), Handbook of career counseling for women (2nd ed.), pp. 1–44. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ferri, B., & Connor, D. (2010). “I was the special ed. girl”: Urban working-class young women of colour. Gender and Education, 22, 105–121. doi:10.1080/09540250802612688Google Scholar
Flory, J. A., Leibbrandt, A., & List, J. A. (2014). Do competitive workplaces deter female workers? A large-scale natural field experiment on job entry decisions. Review of Economic Studies, 82(1), 122–155. doi:10.3386/w16546Google Scholar
Folbre, N. (2012). Should women care less? Intrinsic motivation and gender inequality. British Journal of Industrial Relations, 50(4), 597–619. doi:10.1111/bjir.12000Google Scholar
Fouad, N. A., Singh, R., Fitzpatrick, M. E., & Liu, J. P. (2011). Stemming the tide: Why women leave engineering. University of Wisconsin-Milwaukee, Final Report from NSF Award, 827553. Retrieved from: https://energy.gov/sites/prod/files/NSF_Stemming%20the%20Tide%2 0Why%20Women%20Leave%20Engineering.pdfGoogle Scholar
Gadassi, R., & Gati, I. (2009). The effect of gender stereotypes on explicit and implicit career preferences.  Counseling Psychologist, 37(6), 902–922. doi:10.1177/0011000009334093Google Scholar
Ganong, L. H., Coleman, M., Thompson, A., & Goodwin-Watkins, C. (1996). African American and European American college students’ expectations for self and for future partners. Journal of Family Issues, 17(6), 758–775. doi:10.1177/019251396017006002Google Scholar
Gati, I., Osipow, S. H., & Givon, M. (1995). Gender differences in career decision making: The content and structure of preferences. Journal of Counseling Psychology, 42(2), 204–216. doi:10.1037/0022-0167.42.2.204.CrossRefGoogle Scholar
Gati, I., & Perez, M. (2014). Gender differences in career preferences from 1990 to 2010: Gaps reduced but not eliminated. Journal of Counseling Psychology, 61(1), 63–80. doi:10.1037/a0034598Google Scholar
Gatsby Foundation (2018). Good career guidance: Reaching the Gatsby benchmarks. London: The Gatsby Foundation.Google Scholar
Ginzberg, E., Berg, I. E., Brown, C. A., Herma, J. L., Yohalem, A. M., & Gorelick, S. (1996). Life styles of educated women. New York: Columbia University Press.Google Scholar
Goldin, C. (2014). A grand gender convergence: Its last chapter. American Economic Review, 104(4), 1091–1119. doi:10.1257/aer.104.4.1091Google Scholar
Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling psychology, 28(6), 545–579. doi:0022-0167/81/2806-0645$00.75Google Scholar
Gottfredson, L. S. (2005). Applying Gottfredson’s theory of circumscription and compromise in career guidance and counseling. In Brown, S. D. & Lent, R. T. (Eds.), Career development and counseling: Putting theory and research to work (pp. 71–100). Hoboken, NJ: Wiley.Google Scholar
Grove, W. A., Hussey, A., & Jetter, M. (2011). The gender pay gap beyond human capital heterogeneity in non-cognitive skills and in labor market tastes. Journal of Human Resources, 46(4), 827–874. doi:10.2139/ssrn.2240312Google Scholar
Guichard, J. (2013). Career guidance, education, and dialogues for a fair and sustainable human development. In Proceedings of the Inaugural Conference of the UNESCO chair of Lifelong Guidance and Counselling. Poland: University of WroclawGoogle Scholar
Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18(3), 326–339. doi:10.1016/0001-8791(81)90019-1Google Scholar
Hakim, C. (2006). Women, careers, and work–life preferences. British Journal of Guidance & Counselling, 34(3), 279–294. doi:10.1080/03069880600769118Google Scholar
Halpern, D. F., & Cheung, F. M. (2008). Women at the top: Powerful leaders tell us how to combine work and family. Hoboken, NJ: Wiley.Google Scholar
Hays Asia Salary Guide. (2018). Singapore: Hays Specialist Recruitment.Google Scholar
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.Google Scholar
Horne, R. M., Johnson, M. D., Galambos, N. L., & Krahn, H. J. (2018). Time, money, or gender? Predictors of the division of household labour across life stages. Sex Roles, 78(11), 731–743. doi:10.1007/s11199–017-0832-1Google Scholar
Hou, A. J., & Leung, S. A. (2011). Vocational aspirations of Chinese high school students and their parents’ expectations. Journal of Vocational Behavior, 79, 349–360. doi:10.1016/j.jvb.2011.05.008Google Scholar
Howard, K. A. S., Carlstrom, A. H., Katz, A. D., Chew, A. Y., Yay, G. C., Laine, L., Caulum, I, D. (2011). Career aspirations of youth: Untangling race/ethnicity, SES, and gender. Journal of Vocational Behavior, 79, 98–109. doi:10.1016/j.jvb.2010.12.002CrossRefGoogle Scholar
International Labor Organization. (2008). Income inequalities in the age of financial globalization. www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/@publ/documents/publication/wcms_100354.pdfGoogle Scholar
International Labor Organization. (2012). Decent work indicators: Concepts and definitions. www.ilo.org/wcmsp5/groups/public/---dgreports/--integration/documents/publication/wcms_229374.pdfGoogle Scholar
Karsten, R., Mitra, A., & Schmidt, D. (2012). Computer self-efficacy: A meta-analysis. Journal of Organizational and End User Computing, 24(4), 54–80. doi:10.1177/0149206310377113Google Scholar
Kerr, B., & Sodano, S. (2003). Career assessment with intellectually gifted students. Journal of Career Assessment, 11(2), 168–186. doi:10.1177/1069072702250426Google Scholar
Kim, T., Hutchoson, A., Gerstein, L., Liano, H., Cheung, R.., Cinamon, R. G., … & Mastoiammi, E. (in press). Hong Kong women’s perceptions of their futures. British Journal of Guidance and Counseling.Google Scholar
Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In  Urdan, T. C. and Karabenick, S. A. (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1–33). Bingley: Emerald Group.Google Scholar
Kuhn, P., & Lozano, F. (2008). The expanding workweek? Understanding trends in long work hours among US men, 1979–2006. Journal of Labor Economics, 26(2), 311–343. doi:10.3386/w11895Google Scholar
Kulik, L. (2009). Explaining the sense of family coherence among husbands and wives: The Israeli case.  Journal of Social Psychology, 149(6), 627–647. doi:10.1080/00224540903344989Google Scholar
Kutnick, P., Chan, R. Y., Chan, C. K. Y., Good, D., Lee, B. P., & Lai, V. K. W. (2018). Aspiring to become an engineer in Hong Kong: Effects of engineering education and demographic background on secondary students’ expectation to become an engineer. European Journal of Engineering Education, 43, 828–884. doi:10.1080/03043797.2018.1435629Google Scholar
Kutnick, P, Zhu, A., Chan, C., Chan, R. Y., Lee, B. P., & Lai, V. K. W. (2018). Attitudes and aspirations regarding engineering among Chinese secondary school students: Comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong. Compare: A Journal of Comparative and International Education, 48, 608–629. doi:10.1080/03057925.2017.1347033.Google Scholar
Lent, R. W., & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16(1), 6–21. doi:10.1177/1069072707305769.Google Scholar
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. doi:10.1006/jvbe.1994.1027Google Scholar
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. Career Choice and Development, 4, 255–311.Google Scholar
Lent, R. W., Lopez, F. G., Brown, S. D., & Gore, P. A. Jr. (1996). Latent structure of the sources of mathematics self-efficacy. Journal of Vocational Behavior, 49(3), 292–308. doi:10.1006/jvbe.1996.0045Google Scholar
Leung, S. A. (2016). User Manual of the Career Interest Inventory, Hong Kong. Career and Life Adventure Project, The Chinese University of Hong Kong.Google Scholar
Leung, S. A. (2018). Dissecting the CLAP adventures: Venturing deeper with evidence and good practices. Invited plenary presentation at the annual Career and Life Adventure Planning Conference.Google Scholar
Leung, S. A., Zhou, S., Ho, E. Y., Li, X., Ho, K. P., & Tracey, T. J. G. (2014). The use of interest and competence scores to predict educational choices of Chinese high school students. Journal of Vocational Behavior, 84, 385–394. doi:10.1016/j.jvb.2014.02.010Google Scholar
Levanon, A., England, P., & Allison, P. (2009). Occupational feminization and pay: Assessing causal dynamics using 1950–2000 US census data. Social Forces, 88(2), 865–891. doi:10.1353/sof.0.0264Google Scholar
Lordan, G., & Pischke, J. S. (2016). Does Rosie like riveting? Male and female occupational choices (No. w22495). Cambridge, MA: National Bureau of Economic Research.Google Scholar
Matsa, D. A., & Miller, A. R. (2011). Chipping away at the glass ceiling: Gender spillovers in corporate leadership.  American Economic Review, 101(3), 635–639. www. aeaweb. org/articles.php? doi:10.1257/aer. 101.3.635Google Scholar
Michael, R., Kim, T., Hutchison, A., Cinamon, R. G., Gerstein, L. H., Park, J., … & Collins, R. (2017). US and Israeli young women’s future perceptions. International Journal for Educational and Vocational Guidance, 17, 121–141. doi:10.1007/s10775-015-9320-8.Google Scholar
Miranda, V. (2011). Cooking, caring and volunteering: Unpaid work around the world. OECD Social, Employment and Migration Working Papers, No. 116, OECD Publishing, Paris. doi:10.1787/5kghrjm8s142-en.Google Scholar
Morrison, A. M., & von Glinow, M. A. (1990). Women and minorities in management. American Psychologist, 45, 200–208. doi:10.1037/0003-066X.45.2.200Google Scholar
O’Brien, K. M., Ganginis Del Pino, H. V., Yoo, S. K., Cinamon, R. G., & Han, Y. J. (2014). Work, family, support, and depression: Employed mothers in Israel, Korea, and the United States. Journal of Counseling Psychology, 61(3), 461–472. doi:10.1037/a0036339.Google Scholar
OECD. (2011). Cooking, caring and volunteering: Unpaid work around the world. OECD Social, Employment and Migration Working Paper No. 116. Retrieved from: www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=DELSA/ELSA/WD/SEM(2011)1&doclanguage=enGoogle Scholar
OECD. (2018a). Gender pay gaps for full-time workers and earnings differentials by educational attainment. Retrieved from: www.oecd.org/els/LMF_1_5_Gender_pay_gaps_for_full_time_workers.pdfGoogle Scholar
OECD. (2018b). OECD Labour Force Statistics 2018. Paris: OECD Publishing. doi:10.1787/oecd_lfs-2018-enGoogle Scholar
OECD. (2019). Gender wage gap (indicator). doi:10.1787/7cee77aa-enGoogle Scholar
Reuben, E., Sapienza, P., & Zingales, L. (2015). Taste for competition and the gender gap among young business professionals (No. w21695). National Bureau of Economic Research.Google Scholar
Richardson, M. S. (2012). Counseling for work and relationship. Counseling Psychologist, 40, 190–242. doi:10.1177/0011000011406452.Google Scholar
Sgari,  S., Dasgupta,  N., & Cote,  N. G., (2010). When does contact with successful ingroup members change self-stereotypes? A longitudinal study comparing the effect of quantity vs. quality of contact with successful individuals. Social Psychology, 41, 202–211. doi:10.1027/1864-9335/a000028.Google Scholar
Shalitin, S., Hershtik, E., Phillip, M., Gavan, M. Y., & Cinamon, R. G. (2018). Impact of childhood type 1 diabetes on maternal work–family relations. Journal of Pediatric Endocrinology and Metabolism, 31(5), 569–576. doi:10.1515/jpem-2018-0056.Google Scholar
Sitzmann, T., & Yeo, G. (2013). A meta‐analytic investigation of the within‐person self‐efficacy domain: Is self‐efficacy a product of past performance or a driver of future performance? Personnel Psychology, 66(3), 531–568. doi:10.1111/peps.12035.Google Scholar
Su, R., & Rounds, J. (2015). All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields. Frontiers in Psychology, 6, 1–20. doi:10.3389/fpsyg.2015.00189.Google Scholar
Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 6, 859–884. doi:10.1037/a0017364.Google Scholar
Super, D. E. (1957). The psychology of careers: An introduction to vocational development. New York: HarperCollins.Google Scholar
Tracey, T. J. G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs. Journal of Vocational Behavior, 60, 113–172. doi:10.1006/jvbe.2001.1817.Google Scholar
Walsh, W. B. & Heppner, M. J. (Eds.). (2006), Handbook of career counseling for women (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Wang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choices: Individual and gender differences in choice of careers in Science, Technology, Engineering, and Mathematics. Psychological Science, 24, 770–775. doi:10.1177/0956797612458937.Google Scholar
Watson, C. M., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles, 46, 323–335. doi:10.1023/A:1020228613796Google Scholar
Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194. doi:10.1023/A:1023091024140Google Scholar
Whiston, S. C., & Cinamon, R. G. (2015). The work–family interface: Integrating research and career counseling practice.  Career Development Quarterly, 63(1), 44–56. doi:10.1002/j.2161-0045.2015.00094.xGoogle Scholar
World Bank (2019). Labor force participation rate, female (% of female population ages 15+) (modeled ILO estimate) – Hong Kong SAR, China. https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=HKGoogle Scholar
Yeshaayahu, M. & Cinamon, R. G. (2015). Children’s knowledge about the world of work – A developmental perspective. Poster presented at the Annual Meeting of the American Psychology Association, Toronto, August.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×