PSYCHO-SOCIAL FACTORS THAT AFFECT THE CHOICE OF TEACHING PROFESSION AMONG FEMALE STUDENTS

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PSYCHO-SOCIAL FACTORS THAT AFFECT THE CHOICE OF TEACHING PROFESSION AMONG FEMALE STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Preparing students for their future roles in the world of work has become increasingly important for both school counselors and educators (Krumboltz, 1996). As a result of changes taking place in the workplace, the challenge is to prepare students to enter and be competitive in a world-class workforce (Feller, 1996). In addition, given the level of competitiveness and the rate of change in the workplace, it is essential that students become as prepared as possible to enhance their chances of success. Further, hopefully, students will be prepared to be contributors to society and have the opportunity to live a satisfying, productive life. It follows that for students to be prepared to meet the challenges of the changing workplace, career development must be a priority.

Today, the development of a career continues to be a priority and one that must be addressed to effectively meet the career development needs of students. As stated by Herr and Cramer (1996), “Career development proceeds—smoothly, jaggedly, positively, negatively— whether or not career guidance or career education exists”. It makes sense then that school guidance program activities be implemented to positively impact student career development. Counselors play a key role in developing and implementing career activities to facilitate student career development. As a result, making career development a priority and activities to facilitate career development an integral part of the guidance program should be the goal.

Gutek and Larwood (1987) defined a career as “a series of related jobs within an organization or different jobs within various companies”. Career development refers to the many jobs a person holds, and it should represent progress, whether through increased recognition or salary, or the respect one receives from colleagues. The more a person’s career progresses in this manner, the more he or she will be judged successful (Gutek & Larwood, 1987). Career aspirations represent an individual’s orientation towards a desired career goal under ideal conditions. More simply stated, career aspirations “provide information about an individual’s interests and hopes, unfettered by reality” (Hellenga, Aber, & Rhodes, 2002, Rojewski, 1996). Adolescence would be an ideal time to study the career development of young women, as many changes occur during this time that strongly influences the formation of career aspirations and preferences (Watson et al., 2002).

According to Kochung and Migunde (2011), career choice has become a complex science with the advent of information technology, the emergence of post industrial revolution and job competition. Industrialization and post industrialization has made it possible for a common person to be richer as long as she or he has due skills and knowledge (Wattles, 2009). Today, one has not only to make due career planning but also exhaustive career research before making a career choice so as to adjust with the evolving socio-economic conditions (Wattles, 2009). Most students in secondary schools do not have accurate information about occupational opportunities to help them make appropriate career choice.

According to Kerka (2000), career choice is influenced by multiple factors including personality, interests, self concept, cultural identity, globalization, socialization, role model, social support and available resources such as information and finance. According to Hewitt (2010), factors influencing career choice can either be intrinsic or extrinsic or both. Hewitt further states that most people are influenced by careers that their parents favour. Others follow the careers that their educational choices have opened for them. Still, others choose to follow their passion regardless of how much or little it will make them. Finally, there are those who choose careers that will give high income. Bandura et al (2001) states that each individual undertaking the process of choosing a career is influenced by several factors including the context in which they live in, their personal aptitudes, social contacts and educational attainment. Students’ perception of being suitable for particular jobs also has been found to be influenced by a number of factors. These factors include ethnic background, year in school, level of achievement, choice of science subjects, attitudes and differences in job characteristics (McQuaid and Bond, 2003).

Drucker (1994) posits that one goal of career development activities is to facilitate career decision making and help students learn the process of making career decisions. Given the downsizings, layoffs, and career transitions, knowing and being able to apply effective career decision making is a valuable life skill. One aspect of the career decision-making process is learning about oneself. It is a process that provides opportunities for students to learn about their skills, interests and values that will be beneficial to them. It is important for students to know they must assume responsibility for their career development. In addition to learning how to make career decisions, it is important for students to learn about the various occupational and educational options. Realizing there are a number of ways for students to be successful and becoming familiar with the career pathways available and how to pursue these is important for students as they make career choices.

In terms of education, the level of career aspiration usually affects curriculum choice hence career choice (Herr & Cramer, 1996). Also, career aspirations are influenced by numerous factors including gender, race, parental support, academic achievement, socioeconomic status, and self-esteem. Similarly, several factors which have been found to be theoretically and empirically related to career aspirations also influence the career choice process. Some of these factors include gender (Houser & Yoder, 1992; Jones & Larke, 2001), parents’ occupation (Stone & Wang, 1990), parents’ level of education (Conroy, Scanlon, & Kelsey, 1998; Jones &

Larke, 2003), parents’ level of influence (Findlay & Rawls, 1984; Kotrlik & Harrison, 1989;

Fisher & Griggs, 1995), and self-esteem (Wilson & Fasko, 1992; Hughes, Martinek, & Fitzgerald, 1985).

All the factors discussed by the authors cited provide a useful platform upon which examination of career choices among, especially, students in tertiary institutions have to make as they exit respective academic programmes. Further to that, with an increasingly expanding job market and in Kenya, new constitutional provisions that demand affirmative action, it is critical that the study on career choices is approached from the context of gender premised on the fact that women are no longer the marginalized gender they were a decade ago but active participants in various careers.

1.2 Statement of the problem

Global gender equity campaigns have been an important vehicle for encouraging the increased recruitment of women as students and staff into higher education (Onsongo, 2007). The issue of women’s access to higher education appeared on the global political agenda in 1998 when UNESCO convened a World Conference on Higher Education at which a panel of experts reviewed the progress made in gender equality in higher education since the Beijing Conference. Since then, there is evidence that women participation in higher education has been noted, especially as students. For example it has been found that, in the case of four private universities (Daystar University, Catholic University of Eastern Africa, Baraton University and United States International University) that were studied in Kenya in the year 2000, 52.5 per cent of the students were female (Wesonga et.al, 2007).

Besides the high enrolment rates of female students in these institutions of higher learning especially private Universities, there has been a notable trend that majority of them tend to take social sciences in the faculty of Arts as opposed to other faculties which offer other courses. This trend seems to be worrying in the sense that it tends to bring gender disparity in terms of courses pursued by male and female students in these institutions which in turn reflects in the job market. This trend may dilute high enrolment of female students in higher institutions aimed at achieving gender equality on the access to higher education and therefore it may result in gender imbalance in terms of careers. In this respect several questions emerge; what motivates female students to enroll in large numbers in tertiary education? Do they simply need accreditation? Does career prospect in anyway influence decisions to enroll in tertiary institutions? If it does, what factors shape those prospects as well as how the female students intend to fit into an inclusive and competitive job market that has been made gender-inclusive through affirmative action needs to be examined? This study therefore sought to establish the factors that influence career choices among female students in tertiary institutions in Kenya, with special emphasis on ENUGU.

1.3 Purpose of Study

This study sought to establish factors that influence career choices among female students in tertiary institutions in Kenya.

1.4 Objectives of Study

The objectives of this study were:

1. To establish academic factors that influence career choices of female students in ENUGU

2. To determine socio-cultural factors that influence career choices among female students in ENUGU

3. To establish economic factors that influence career choices among female students in ENUGU

4. To establish the influence of individual characters on career choices among female students in ENUGU

1.5 Research Questions

The study was guided by the following research questions:

1. What are the academic factors influencing career choices among female students in ENUGU?

2. How do socio-cultural factors influence career choices among female students in ENUGU?

3. What are the economic factors that influence career choices among female students in ENUGU?

4. How do individual characteristics of the students influence career choices among female students in ENUGU?

1.6 Significance of Study

Numerous studies as already cited provide useful information on career choices and separately, equity and equality in access to education in terms of gender. However, analysis of factors in career choices specifically focusing on female students in tertiary institutions has not been adequately carried out. This study moves to fill that gap.

The study will provide the female students in tertiary institutions an opportunity to contribute on their individual situations as far as career choices are concerned. The findings of the study will be a valuable addition to existing literature on careers, education and gender studies. The findings will also be useful to stakeholders in education industry to be able to know which factors influence career choices among female students in higher education and how these can then be enhanced for the benefit of the female students across the institutions.

1.7 Delimitation of the Study

Evidence that the enrolment of female students in tertiary education is rising was valuable to this study since finding a research population and sample was practical. In addition, with the passage of the new constitution in Kenya, the provisions that created more space for women in the business and the job market through affirmative action was critical in evaluating how the female students relate education efforts and career choices given those constitutional rights that are designed to cater for them.

1.8 Limitations of Study

Since this study was carried out in one of the private institutions in Kenya, this left out other institutions falling in the same category. This limited the generalization of the findings of the study to other institutions.

1.9 Assumptions of Study

The study made the following assumptions;

1. That ENUGU has a population of female students willing to respond to the questions set

2. That the responses given were truthful and factual

3. That the respondents had certain factors that influence their choices of careers

1.10 Definition of Significant Terms

Attitude: The feelings of female students in tertiary institutions towards certain careers of choice. For example, some students might feel being a mechanic cannot be a woman’s career owing to its perceived strain.

Career: An occupation or profession, especially one requiring special training.

For example nursing, engineering etc.

Career Choice: The kind of future occupations female students in tertiary institutions are

aspiring for. For example accounting, marketing etc.

Culture: The enduring behavior, ideas, attitudes and traditions shared by a large group of people and passed on from one generation to another. For example, manner of dressing, taboos, foods etc.

Factors: One of several causes or elements that produce a result. For example

availability of vacancies, type and level of education etc.

Socio-Cultural factors: Factors such as cultural values, migration patterns, socio-economic status and activities and self identity; combining social and cultural elements

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