ABSTRACT

Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.

摘要

教育和职业抱负可能受到重要他人（包括父母、老师和同龄人）的期望的影响。本研究调查了与重要他人的职业讨论以及有关大学或职业教育的讨论如何支持高中毕业后的途径。一个中介模型检查了性别、年级和家庭第一个地位对途径讨论和职业期望之间的联系的作用。主要研究结果表明，与他人更频繁地讨论大学问题的学生更有可能期望在高中毕业后进入大学。讨论职业和教育培训途径的学生表示他们更有可能接受职业教育。来自低社会经济地位背景的学生报告称，他们对接受职业教育的期望较高，而对上大学的期望较低。与老师和辅导员相比，学生更多地与父母和同龄人讨论职业和学术途径。这项研究让影响者了解及时讨论职业道路的重要性。