A study of the factors involved in the occupational aspirations of fifth year secondary school pupils

Abstract

This thesis examines some of the factors which influence the development of school pupils’ occupational aspirations. The main hypothesis is that occupational aspirations are the product of such influences as pupils' social class background, performance in school, peer group relationships and gender. Data were collected by means of semi-structured interviews with a sample of 180 fifth year secondary school pupils in two comprehensive schools in a Midlands town. Additional data was gathered from discussions with their teachers, parents and local employers. The data strongly supports the hypothesis.

It is contended that the theoretical model which underpins the work of much of the Careers Service is inappropriate. The largely American-derived Developmental Theory of Occupational Choice - which sees occupational choice in terms of a gradually unfolding,developing, pattern as the young person grows up - is inappropriate in a situation in which influential and deep-seated factors such as social class background, etc. have already played a very large part in moulding the occupational aspirations of young people.

The recent sharp increase in the level of youth unemployment has caused serious difficulties for the Careers Service, and some consider it to be experiencing a crisis. It is argued in this thesis that the increase in youth unemployment has not caused the alleged crisis in the Service, but has highlighted problems which have existed for a number of years. These problems have been present because the Careers Service has based its mode of operation upon a theoretical base which is inappropriate to the needs of many of its clients. If the Careers Service is to overcome its present difficulties, it must undertake a fundamental re-examination of how school pupils form their occupational aspirations. The thesis concludes with a series of recommendations as to how the Careers Service could improve the guidance it offers to its clients.

Date of Award	1985
Original language	English
Awarding Institution	Aston University