CHAPTER 11: CAREERS, AND WORK
Although Adolescents are not as likely to hold ________ -time jobs today as in the ________
century; the numbers who work ________ -time has ________ dramatically. Adolescent
employment has become increasingly common since the ________ ; with an estimated ________
percent of high school students combine ________ and ________ . United states has the
________ number of high school students who have ________ -time jobs. The numbers increase
with ________ and during the ________ months, with high school ________ working ________ to
________ hours/week. About ________ % of high school ________ work ________ hours/week.
Students typically work in ________ restaurants (________ percent), ________ stores (________
percent), as ________ assistants, or as unskilled ________ . ________ hours and ________ pay
are typical for ________ . More ________ would be ________ if they could find ________ . The
________ rate for ________ -to-________ year olds is ________ %, but this number ________ to
as high as ________ % among ________ -American and ________ % in ________ adolescents.
Adolescents spend the ________ earned in jobs ________ than ________ . Mostly it goes to
________ items, such as ________ and ________ and ________ . Many adolescents ________
their ________ as well. A survey found that ________ % of adolescents had ________ account,
________ % had ________ or ________ and ________ % had ________ funds. So, Adolescent
________ provides an opportunity to develop ________ that can be applied later on in ________
as ________ , but employment often has ________ . Students give up ________ for ________
activities, ________ , and ________ ; ________ percent reported that their ________ dropped and
________ care ________ following employment. Furthermore, the ________ habits of adolescents
________ prepare them for the ________ that confront ________ earners, such as cost of
________ , ________ , ________ , and ________ care. .
Approximately ________ % of high school students expect to attend ________ . Many
adolescents work while attending ________ . ________ -time jobs of ________ hours or
________ per week are associated with better adolescent ________ , and less ________ with
________ performance.
Although working can help ________ for college it can ________ affect ________ . As the hours
per week college student work ________ , the more likely they are to ________ out of ________ ,
the more likely their ________ suffer, more ________ their choice of ________ and less likely
they are to ________ their college ________ . Other ________ include giving up ________
activities at ________ , ________ affairs with ________ , and ________ .
________ development depends on ________ , ________ -making, and ________ . Three theories
of career development follow:
A) Eli Ginzberg’s developmental career choice theory—________ and ________ progress through
________ career-choice ________ that includes, 1) Fantasy: during this stage, children ________
themselves in the ________ of those with whom they ________ , such as ________ , ________ ,
and ________ heroes. Children pay ________ to the ________ aspects of a ________ , such as
________ , ________ trucks, ________ slippers. 2) Tentative: (________ to ________ years)
begin to ________ on their ________ , ________ and ________ . In this stage adolescents
________ evaluate ________ aspects of career choice. Initially only ________ are important (I

like to be a ________ because I like ________ ). But as adolescents realize that their ________
may not match their ________ (________ ), they begin to think in terms of their ________ . 3)
Realistic: explore ________ choices and if in college begin to take ________ in specific ________
and ________ down their ________ based on the level of ________ and how ________ they find
them to be. This eventually leads to a ________ to a career.
B) Donald Super’s career self-concept theory is based on the ________ that people choose
________ based on the ________ they see in themselves that reflect their ________ , ________
and ________ . According to Super, a key ingredient of adolescents' career self-________ is
career ________ . The stages of ________ begin in ________ adolescence and continue well into
________ and ________ adulthood. Super’s a five-phase theory that includes 1) crystallization: as
adolescents develop a ________ self-________ , they begin to develop a ________ for what
________ involves. So the focus is self-________ and not an ________ . 2) Specification: they
________ and make ________ related to their ________ , by moving from ________ that only
reflect their ________ to those reflecting their ________ . 3) Implementation: they finish the
needed ________ or ________ to begin a career. 4) Stabilization: individuals begin to ________
into their ________ , a process that typically lasts through ________ adulthood. 5) Consolidation:
individuals seek ________ in their ________ and reach a higher ________ .
C) John Holland classifies individuals into one of six ________ , with the idea that ________ work
________ either ________ or ________ the ________ that make up any ________ . The Strong-
Campbell ________ Interest ________ is based on Holland’s career development theory.
Holland’s personality type theory includes six personality types: 1) Realistic: are ________ and
________ to earth. They prefer ________ to be ________ defined and offer an ________
approach, and ________ to those that require ________ or ________ approaches. Their ________
skills are ________ and they like work that does not ________ dealing with ________ .
________ , ________ , ________ workers, ________ , or ________ fall into this category. 2)
Conventional: are ________ and ________ . They like well-________ tasks in which their
________ approach is likely to bring ________ . They are ________ and ________ out highly
________ environments in which they need not be ________ themselves. ________ , ________ ,
those involved in ________ services fall into this category. 3) Intellectual/investigative: are
________ . They delight in ________ that call for ________ or ________ approach. They are
________ rather than ________ . Their approach is ________ and ________ . They enjoy being
by ________ and getting caught up in their own ________ of ________ . Investigative types make
good ________ , ________ , ________ programmers and ________ . 4) Enterprising: are
________ and ________ . They have strong ________ skills and enjoy work that brings them in
________ with other ________ in the way they can ________ their ________ . ________,
________ , ________ or ________ suit their ambitious ________ . 5) Social: are ________ ,
________ , and ________ oriented. They have the ________ and ________ skills that allow them
to work well with ________ . They are ________ with their ________ and other people’s
________ , often approaching problems in terms of ________ rather than seeking ________
solutions. They make good ________ , ________ , ________ and ________ workers. 6) Artistic:
are original, ________ and ________ . They prefer situations that are relatively ________ and
allow them to ________ their ________ ; they do well as ________ , ________ or ________ . The
key ________ or the biggest ________ , of Holland’s personality type theory of career choice is
that most ________ aren’t just ________ personality ________ .

Research has found that high school students ________ both ________ about the ________
requirements for the ________ of their choice and ________ about the ________ of ________
they have for their desired ________ . Therefore, adolescents usually need ________ in
________ , ________ , and ________ appropriate ________ paths. However research has found
that the ________ American high school student spends an ________ of only ________ hours with
a ________ counselor. This especially has proven to be ________ about ________ students and
students from ________ SES, while ________ is the ________ mean by which ________ SES
youth can achieve ________ mobility. Furthermore, ________ from ________ SES do not
typically have access to ________ available to ________ SES ________ ; are educated in
________ quality ________ . In addition career ________ theories were developed with
________ SES people in ________ and may not meet the ________ of ________ SES ________ .
To ________ effectively in the career ________ of ethnic ________ youth, ________ need to
discuss with youth how some cultural ________ may be in ________ with the values of the
________ world. It is also ________ for ________ understand the importance of ________ to
many ethnic ________ groups, be more knowledgeable about different ________ styles, and take
into account different ________ expectations in ethnic ________ groups.