Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park.
J Couns Psychol. 2018 Jan;65(1):98-109. doi: 10.1037/cou0000235. Epub 2017 Jun 5.
Although family and cultural factors have been assumed to play important roles in the career development of Asian Americans, theory-driven research on this topic remains limited. We examined culturally relevant factors that may contribute to Asian Americans' consideration of fields in which they are overrepresented (e.g., science, technology, engineering) and underrepresented (e.g., education, social science). Drawing from social cognitive career theory, a culture-specific, social cognitive model of career interests and choice was tested in Holland's (1997) Investigative (I) and Social (S) themes. A sample of 802 Asian American undergraduates completed measures of family support, self-efficacy, outcome expectations, interest, and career choice consideration in relation to both Holland themes. Two indicators of acculturation/enculturation (adherence to Asian values and generation status in the United States) were also obtained. The model accounted for a substantial amount of variance in Asian American college students' career consideration in both themes. Family support and acculturation played varying roles, depending on the Holland theme. For example, family support was linked to career choice consideration both directly (in the S theme) and indirectly, via other predictors (in both themes). Contrary to expectations, the acculturation variables did not moderate the relation of family support or interest to career consideration in either theme. We discuss the implications of these findings for efforts to understand and facilitate the career development of Asian American college students. (PsycINFO Database Record
虽然家庭和文化因素被认为在亚裔美国人的职业发展中起着重要作用，但关于这个主题的理论驱动研究仍然有限。我们研究了可能促成亚裔美国人考虑他们代表性过高（如科学、技术、工程）和代表性过低（如教育、社会科学）领域的相关文化因素。本研究借鉴社会认知职业理论，在 Holland（1997）的调查（I）和社会（S）主题中测试了职业兴趣和选择的特定文化的社会认知模型。一个由 802 名亚裔美国本科生组成的样本完成了与 Holland 主题相关的家庭支持、自我效能、结果预期、兴趣和职业选择考虑的测量。还获得了两种文化适应/同化指标（对亚洲价值观的坚持和在美国的代际地位）。该模型解释了亚裔美国大学生在两个主题中的职业考虑的大量差异。家庭支持和文化适应根据 Holland 主题发挥了不同的作用。例如，家庭支持与职业选择考虑直接相关（在 S 主题中），也通过其他预测因素间接相关（在两个主题中）。与预期相反，适应变量并没有调节家庭支持或兴趣与职业考虑之间的关系，无论在哪个主题中都是如此。我们讨论了这些发现对理解和促进亚裔美国大学生职业发展的努力的意义。
