The study of career transitions is increasing more and more in developmental psychology. Making career choices represents a key developmental task in adolescence and early adulthood. Researchers are interested in understanding which internal resources make transitions adaptive, which external resources could support or interfere in the process and which possible career interventions can help adolescents and young people in planning their future. This is important also in light of today’s society characterized by the absence of a predetermined career path, uncertainty and flexibility of labor market (i.e., job precariousness, fixed-term contracts, income insecurity and underemployment) that are interactive in affecting adolescents and young adults career transitions.
In this scenario, the educational systems are called upon to support adolescents by providing a good environment to cope with career development tasks. Indeed, during schooling, adolescents must be equipped with the skills needed to successfully cope with the challenges of the current labor market. Educational systems could help to strengthen and promote career skills, competence and resources as well as adolescents' awareness of the choices available and foster students’ optimism and hope about their future. However, they may also unintentionally convey traditional gender stereotypes to future women and men. In the context of education, gender-stereotyped expectations particularly concern interests, abilities and vocational aptitudes attributed to girls and boys. These expectations can affect students’ behaviour and perceptions of ability, and can have a profound and lasting effect on their academic and career choices (e.g., underrepresentation of women in STEM - science, technology, engineering, and mathematics).
The primary goal of this Research Topic is to bring together a collection of the most recent studies from different parts of the world on Career development in the educational system. These studies can focus either on the school influence on career choices, i.e. teachers' career-related support on positive youth development or both; teachers and parents’ impact on boys and girls gender-typing and its relationship with their academic and career choices. Moreover, studies that describe career interventions mediated by technology (e.g., educational digital storytelling, digital games in the school setting) are also welcome.
We are interested in various types of manuscripts including original research (including quantitative, qualitative or mixed-methods methodologies), brief reports, systematic reviews or meta-analyses.
The study of career transitions is increasing more and more in developmental psychology. Making career choices represents a key developmental task in adolescence and early adulthood. Researchers are interested in understanding which internal resources make transitions adaptive, which external resources could support or interfere in the process and which possible career interventions can help adolescents and young people in planning their future. This is important also in light of today’s society characterized by the absence of a predetermined career path, uncertainty and flexibility of labor market (i.e., job precariousness, fixed-term contracts, income insecurity and underemployment) that are interactive in affecting adolescents and young adults career transitions.
In this scenario, the educational systems are called upon to support adolescents by providing a good environment to cope with career development tasks. Indeed, during schooling, adolescents must be equipped with the skills needed to successfully cope with the challenges of the current labor market. Educational systems could help to strengthen and promote career skills, competence and resources as well as adolescents' awareness of the choices available and foster students’ optimism and hope about their future. However, they may also unintentionally convey traditional gender stereotypes to future women and men. In the context of education, gender-stereotyped expectations particularly concern interests, abilities and vocational aptitudes attributed to girls and boys. These expectations can affect students’ behaviour and perceptions of ability, and can have a profound and lasting effect on their academic and career choices (e.g., underrepresentation of women in STEM - science, technology, engineering, and mathematics).
The primary goal of this Research Topic is to bring together a collection of the most recent studies from different parts of the world on Career development in the educational system. These studies can focus either on the school influence on career choices, i.e. teachers' career-related support on positive youth development or both; teachers and parents’ impact on boys and girls gender-typing and its relationship with their academic and career choices. Moreover, studies that describe career interventions mediated by technology (e.g., educational digital storytelling, digital games in the school setting) are also welcome.
We are interested in various types of manuscripts including original research (including quantitative, qualitative or mixed-methods methodologies), brief reports, systematic reviews or meta-analyses.