ࡱ> 5@ bjbj22 4XX|'rrrrrrr~P~P~P8P\Q@c RRSSSSSSbbbbbbb$LdRfbrWSSWWbrrSSbZZZWrSrSbZWbZ(Z[rr[SR N?)~PW[]c0@c[Bg!WJBg[DrrrrBgr[SS|Z*TdTsSSSbbBZG$ kYZGRunning Head: RAISING CAREER AWARENESS IN FOURTH GRADE STUDENTS Raising Career Awareness in Fourth Graders Amy Beth Gregory Appalachian State University: RE 5040 Raising Career Awareness in Fourth Graders What do you want to be when you grow up? This question has been asked of children since the beginning of careers. By asking this question, adults communicate that children should have a life dream or goal. As a teacher, this is a question I often ask of my 4th grade students. When I was in 4th grade I could readily answer the question with various jobs I felt I would be interested in. I wanted to do it all: fight fires, heal animals, take care of babies, teach children, and own a book business. I did not achieve all my childhood goals, but it was crucial as a child that I had aspirations. Having these dreams motivated me to do well in school and develop a work ethic which would carry me into the work force. The purpose of my career education research is in response to my 4th grade students and their lack of career oriented goals. My students fantasize about what they want to have when they grow up: a nice car, a pool, and a mansion, but they do not dream about what they want to spend their time doing. Why is this a problem? This is a problem, because my students lack motivation to do well in school. They do not recognize that their performance in 4th grade is related to their success in upper grades, high school, and eventually the work force. I feel that the purpose of education is to prepare students for the future, specifically a career, and yet this preparation or awareness is not evident in my own classroom. So I directed my research toward this question: how will guest speakers and career oriented books raise occupational awareness and academic motivation in my fourth grade class? Development of career interest has been viewed as a critical part of the overall education of the individual, for many years (Helwig, 2004). Most career development education programs focus on secondary education, but educators and researchers say that many students would benefit from a broader outlook on careers long before they get to high school (Careers can be, 1997).Since researchers agree that this is a crucial aspect of education and I have found it to be lacking in my students, I began an action research project to accomplish the task of raising career awareness in my fourth grade students. In order to raise awareness of career options I designed a 3-week career unit to deliver to the 18 students in my 4th grade class. The unit began with an interview inquiring about student interests, knowledge and desires. Throughout the unit three guest speakers attended the class with the specific purpose of speaking about their careers. In addition, a basket of career related books were collected and placed in an area of easy access. The students were encouraged to keep track of each career book they read. To conclude the unit, I gave the same interview with which I began. After analyzing my data, I believe the result of this career unit accomplished what I set out to do: raise career awareness and academic motivation in my fourth grade students. Review of Literature While conducting my research, I sought out opinions, theories and ideas of other researchers who have studied career education. The bulk of the research I found declares that career education is important and should be integrated into elementary classrooms. Career exploration is vital for any elementary child (Ediger, 1999). One research team feels that our responsibility as adults in the lives of children and young adults is to provide many and varied developmentally appropriate opportunities for career awareness, career exploration and the development of life career planning skills (Magnuson & Starr, 2000). Such activities ought to begin in the primary grades (Harkins, 2001). Some even agree that it is never too early to begin teaching children about occupations (Magnuson & Starr, 2000). Gottfredson (1981) theorizes that career awareness comes in four orientation stages. In the first stage (ages 3-5) children think concretely about jobs, focusing mostly on the size and power of the adults around them. Ages 6 to 8 comprise the second stage in which children are preoccupied with gender role differences in a career. Gottfredsons (1981) third stage states that children in the age range of 9 to 13 years begin to explore the social value and status differences in jobs. Finally, the fourth stage, occurring in children age 14 and older, shows children choosing occupations which match their individual personalities, keeping in mind their interests, talents and needs (Gottfredson, 1981). The shift of thinking revolving around careers is also described as such: How children describe occupations may also change over time, with elementary school children more likely to describe occupations in terms of their activities and behaviors, and older children more likely to focus on interests, aptitudes and abilities. (Borgen & Young, as cited in McMahon & Watson, 2005). With this knowledge, a teacher must then create an appropriate curriculum in the classroom to foster career awareness. One study discovered that children have a need to know about life/career implications and life/career management tasks and a lesser need to know about interests and personal characteristics and the nature of work (McMahon & Watson, 2005). In other words, a teacher must develop a plan to inform students about how a career will affect their lives and how to maintain a career. As I created my own career development plan, I looked at the goals summarized in Margaret Harkins (2001) work. She compiled several works and suggested these goals: 1. Gathering information includes awareness of career options plus basic information about job-related duties and working conditions. 2. Learning about oneself fosters appreciation of personal talents and awareness of jobs that utilize those abilities. 3. Building positive habits and attitudes encourages development of desirable personal qualities like honest and cooperation. 4. Understanding issues of equity focuses on equality of opportunity, regardless of race, gender, ethnicity, or ability cooperation. 5. Expanding academic and work-related skills includes both educational basics and proficiencies like problem solving, decision making and communications. (Duffy, 1989; Jalongo, 1989; Packer 1993; Parker & Jarolimek, 1997; Starr, 1996, as cited in Harkins, 2001). Guest Speakers After studying these goals, I focused my curriculum on the first goal of gathering information. I chose two mediums through which my class could gather this information. The first aspect is that of guest speakers. Inviting guest speakers to tell the class about their job will personalize their work and will create world-awareness in several ways: children will expand their knowledge about jobs; they will gain an understanding of the interrelatedness of people; they will hear first-hand that satisfaction can be gained through working; you will be modeling respect for all workers (Magnuson & Starr, 2000). In addition, a study done by Danny Brassel (2003), guest readers were invited to a class and these readings increased student responses to reading. My hope was to use guest speakers to increase the student interest in career related subjects. Childrens Literature The second medium through which my class would gather information about careers is literature. Researchers agree that literature is an appropriate way to drive home important skills. Magnuson and Starr (2000) suggest making career literature readily available will induce student interest during free time activities. In addition, literature provides multiple opportunities for career education, including energizing learning, enhancing comprehension, answering occupational questions, stimulating interest, growing ideas and more (Harkins, 2001). Ediger (1999) cites five reasons why literature in schools should be quality, and one of these reasons is the fact that literature can give students insight into the work force. In light of all these findings, my personal goal was to see how guest speakers and career oriented literature would work to raise occupational awareness and academic motivation in my fourth grade class? Methods Participants I began the career unit on November 1, 2005 in my 4th grade class. This study includes data from 18 students who range in age from 8 to 10. The group is comprised of 4 African American, 7 Hispanic, 1 Vietnamese, and 6 White students. The majority of these students come from low SES backgrounds. Data The data sources for this study are as follows: A. Pre-Interview: (See Appendix A) B. 3 Written Responses to guest speaker career talks C. Record of career books read (See Appendix B) D. Response to career books E. Post-Interview (See Appendix A) For practical purposes in this study I will group the Pre- and Post-Interviews into the interview data category. Responses to guest speakers will stand alone in the guest speaker data category, and Record of and Response to career books will be grouped in the childrens literature data category. Gathering the Interview Data The Pre- and Post-Interview is a teacher created interview to prompt students to tell me what they know about careers (See Appendix A). I wanted to know what their background knowledge of the career world was before the career unit and observe any changes in their career knowledge and preferences after the unit. The Pre-Interview was given on November 1. I handed it to the students and read each question for them, allowing time intervals in which they could answer. The questions were explicitly explained and students were instructed to put as much information as they could. The post interview was given on November 14. I followed the same procedure for this interview as I did for the Pre-Interview. Analyzing the Interview Data After both interviews were given, I matched the first interview with the second interview for each student to see differences in their responses. According to the first interview question, I counted the total number of students who changed their favorite subjects. Second, I counted the number of students who could think of more, less or the same amount of jobs for the second question. I also created a list of first-choice jobs the students said they wanted for each interview set to compare the jobs the students wanted before and after the career unit. For the fifth section of the interview, I totaled the number of students who changed the order of sentences and I noted the most important statement for each student at each interview time. Gathering the Guest Speaker Data During the career unit, I invited various parents and community members to the classroom to give a career talk. The guests were to speak on such topics as: favorite/least favorite part of their job, daily routine, job training, salary, etc. Each speaker spoke for about 20 minutes and the students were allowed to ask questions. Afterwards, the students were given a blank sheet of paper and prompted to journal their thoughts about the career. I asked them to write about: what they liked or disliked about the job, whether or not they would like to have the job, and anything else that stuck out to them about the job. Due to scheduling conflicts, many invited guests could not come during our unit. (These guests will be re-invited during a career unit in the spring.) In the end, there were only three guest speakers. The first speaker was Mr. S on November 7. He is the father of one of the class members and works as a chef at a local restaurant. The second visitor to the class was Mr. M on November 8. He is the editor of a local newspaper, and has no connections to the class. The third speaker was Ms. J on November 14. She is the mother of a student in the class and is a hair dresser at a local salon. Analyzing the Guest Speaker Data I used the student journal responses to assess student attitudes about various jobs. I also looked for common themes among the students responses to each career. I placed the response information into categories: likes and dislikes about the job. I also assessed how many students declared a desire to pursue this career. Gathering the Childrens Literature Data I introduced the students to career books on November 14, explaining that these books would be a good tool to use to find out information about various jobs. I placed 33 career-related books in a basket on the shelf beside my classroom library. I also gave each student a copy of the 33 book titles (See Appendix B). The class instructions were write your initials beside the title of the books you choose to read. Other managerial instructions were given as well, including: only two students at a time may check out a book, only check out one book at a time, do not take the books home. No specifications were made as to how long students may keep books, or how many books students may read. After my introduction on I did not mention career books again until the next week (November 21). On this day, I counted the career books left in the basket and asked students to raise their hand if they still had a career book at their desk. The purpose of this was twofold. First, to make sure none of the books were missing and second, to remind students that the career books were still available in the class library. My final day of career related research was November 28. On this day I collected all career books that remained in student desks. I also took up the book title sheets with student initials. Then, I gave each student a career book from a set of books they had not seen before. These books were checked out from the Patrick Beaver Memorial Library and included careers not previously addressed in the original set of career books (for a list of titles see Appendix C.) The students were given 45 minutes to read as many career books as they desired. At then end of this reading time, students were given a blank sheet of paper and instructed to finish the following prompt: I like to read career books because These papers were collected after everyone finished. Analyzing the Childrens Literature Data After collecting the data, I tallied up the number of career books read by my students between November 14 and November 28 (due to Thanksgiving break this was only a 7-day period.) I analyzed this to see which books were most popular. In addition, I used the responses to the I like to read career books prompt to find common themes. Results Interview Results I matched the Pre- and Post-Interview for each student, and I found the following results: Three students changed their response to their favorite subject in school. When asked to list eight jobs, 7 students thought of more jobs during the second interview and 7 students listed the same amount of jobs in both interviews. As for the instruction to list 4 jobs the student would like to have, 15 students changed two or more of their choices. When placing the career sentences in order, 12 students kept 2 or less sentences in the same order. I also created a list of first-choice jobs the students said they wanted for each interview set to compare the jobs the students wanted before and after the career unit. Table 1 shows this data. At the time of the second interview, I noted four new jobs appearing as the first choice for my students. Finally, for the fifth section of the interviews, I noted the most important statement for each student at each interview time. Table 2 shows this data. In my class, the two most important categories when choosing a job are making money and enjoying the work. Although 12 students changed their order of sentence importance, as a class the results show little change. Guest Speaker Results To disaggregate the data for the guest speaker portion of my action research, I looked at each set of career talk responses separately. Career Talk 1: Mr. Sa Chef In response to Mr. Ss talk, 9 students said they would enjoy being a cook. Their reasons centered on these major categories: I like to make my own food, I like the tools used in cooking, I like the salary for a chef, and it would be fun to be a chef. Those who did not want to be a chef expressed a fear of the knives used in cooking, a dislike for cleaning up after cooking, and a dislike of the chefs uniform. Career Talk 2: Mr. Ma Newspaper Editor In response to Mr. Ms talk, 10 students said they would enjoy being the editor of a newspaper. Their reasons centered on these major categories: I want to interview famous people, I like the salary of an editor, I like the big press, I like to read, I like to write, and I want to let people know the news. One student even commented that she would try harder in writing class so she could be an editor. Those who did not want to be an editor cited these reasons: It seems like too much work, I dont like reading, and typing is hard. Table 1 Students First Job Choice from Pre- and Post-Interview First Choice JobStudents who wanted this jobPre-InterviewStudents who wanted this jobPost-InterviewSinger20Fire Fighter11Interior Designer10Racecar Driver20Doctor12Artist22Nail Technician10Police12Nurse10Teacher33Soccer Player12Veterinarian11Pro-Hunter11News Reporter01Hair Dresser01Waitress01Car Mechanic01 Table 2 Most Important Consideration for Job Choice Sentence of Most ImportancePre-Interview StudentsPost-Interview StudentsI want a job that will help me make a lot of money.109I want a job that will be easy.01I want a job that will let me do something I enjoy.56I want a job that will not require a college degree.20I want a job that will let me pick my own hours.01 Career Talk 3: Ms. Ja Hairdresser In response to Ms. Js talk, 11 students said they would enjoy being a hairdresser. Their reasons centered on these major categories: It looks fun, I like playing with hair, you get to pick your own schedule, and I like mixing colors together. Those who did not want to be a hairdresser expressed a dislike for the job because: it is a girls job, I dont know how to do hair, and it takes too much math. Childrens Literature Results The results of the childrens literature portion of my research show that during 7 days of reading career books, the students in my class read 79 of these books. (The results only include books read by 14 students, because 2 students lost the paper, and 2 students forgot to record the books they read.) Table 3 shows the break down of which books and categories of books were most popular. As for responses to the prompt: I like reading career books because... My students fit into three common themes: Career books are interesting, Career books will help me find a job, and Career books tell about a specific job I wanted to know about. Discussion and Conclusion I began my research asking how will guest speakers and career oriented books raise occupational awareness and academic motivation in my fourth grade class? I did not have a baseline figure for how much occupational awareness or academic motivation my students had to begin with, except that when asked at the beginning of the year, most students could not tell me what they want to be when they grow up. Both occupational awareness and academic motivation are fluid ideas, but in this study, I used guest speakers and career oriented books to direct student attention to such issues. Discussion of Interview Results Results from the pre- and post-interview showed that most students did not change their preference of subjects in school. The career unit did not affect their opinions Table 3 Career Books My Students Read Book/Category TitleBook TotalCategory TotalFire Fighter books9Im going to be a fire fighter: Edith Kunhardt Community Helpers: Fire Fighters Dee Ready A day in the life of a fire fighter: Linda Hayward A day in the Life of a Fire Fighter: Heather Adamson Fighting Fires: Seymour Simon 1 0 2 4 2Police Officer Books16Im going to be a police officer: Edith Kunhardt A day in the life of a police officer: Heather Adamson A Day in the Life of a Police Officer: Linda Hayward Keeping you Safe: A book about police officers Ann Owen1 2 5 8Jobs with Animals2Im going to be a Vet: Edith Kunhardt Im going to be a farmer: Edith Kunhardt2 0Jobs with the News4Newspapers: A new True book I can be a reporter: Christine Maloney A day in the life of a reporter: Linda Hayward Deadline! From News to Newspaper Risky Business: Photojournalist: Keith Greenberg0 1 1 1 1Garbage Collector Books2A day in the life of a Garbage Collector: Nate LeBoutiller Community Helpers: Garbage Collectors: Tami Deedrick1 1Jobs at a School11Community Helpers: Teachers Tami Deedrick A day in the Life of a Teacher: Heather Adamson A Day in the Life of a Teacher: Linda Hayward A day in the life of a Librarian: Judy Monroe1 3 3 4Jobs with Health24A day in the life of a Doctor: Heather Adamson Keeping you Healthy: A book about Doctors: Ann Owen Helping you Heal: A book about Nurses: Sarah Wohirabe A day in the life of a Dentist: Heather Adamson4 9 8 3Astronaut Jobs1Astronauts at work: Deborah A. Shearer Community Helpers: Astronauts: Tami Deedrick1 0Different Jobs10Where does the Mail Go? Daniel Shepard A Day in the life of a Construction Worker: Heather Adamson Risky Business: Window Washer: Keith Greenberg Community Helpers: Bakers: Tami Deedrick A Day in the Life of a Musician: Linda Hayward1 3 2 1 3Overall Total:7979 about school-time activities, proving that the students are capable of accurate self monitoring. I placed this section in my research to monitor how consistent student opinions are. Since most students did not change their preference of school subjects, I know that these interviews have some validity. In other words, the fact that only three students changed their minds about favorite subject shows me that the interviews responses were not influenced by fluid factors such as mood. Instead, this implies that the responses were influenced by the career unit itself. According to the interview results, seven students were able to list more jobs after the career unit than before. Meaning that after hearing guest speakers talk about occupations and reading literature about occupations, they remembered and could list more job options. This shows me that the unit did in fact raise career awareness. The interview results also showed 15 students changed 2 or more of their job options after the career unit. Students were able to re-evaluate their decisions after gaining more information about occupations. During the second interview, four new occupations appeared as the first choice for students, and two of these four were jobs introduced by the guest speakers during the unit. This data implies that students were persuaded to choose careers they had been informed of during the career unit. Results from the final section of the interviews do not appear to be significant for this study. Students were asked to place five sentences in order of importance. Twelve students kept at most 2 sentences in order, while changing the importance of the 3 others. However, over all there was no significant change in the class wide opinion that money is the most important factor when choosing a job followed by enjoyment. This shows me that at this time students are unable to consistently decide what is most important to consider when choosing a job. Discussion of Guest Speaker Results Responses to the guest speaker portion of my research showed me that my students were interested and reflective about the careers introduced to them by the guest speakers. I believe their awareness about these occupations was heightened, because their responses to the careers mirror self-evaluation and curiosity. Students were able to make informed decisions about their preferences of the careers presented. The students ability to state whether or not they would like the job shows that the guest speakers raised their awareness and desire to think about the occupation. In addition, the student who remarked that she would begin trying harder in writing class in order to be an editor shows that guest speakers can influence academic motivation in students. Discussion of Childrens Literature Results The childrens literature data not only shows a heightened occupational awareness, but also an increase in academic motivation. The fact that within 7 days my students read 79 books shows their drive for occupational awareness. It also shows that they were academically motivated to read for this awareness. Conclusion and Implications for Practice In conclusion, my action research on career awareness and academic motivation was a success in that both the goals I set were achieved. My fourth grade students have a greater academic motivation and occupational awareness now than before we began the unit. This information has shaped my teaching practices in that I will not limit the career unit to the three-week period I originally marked. Instead, I will continue inviting guest speakers to my class to talk about their careers. I will seek out quality career literature to add to my class library, and I will encourage students to share with the class any career literature they find. As for other teachers in the elementary school, I encourage the same adoption of a career awareness aspect to teaching. Helwig (2004) suggests that schools can only marginally improve career development in students because until it really counts in high school students may be unwilling to give up daydream careers. However, I believe that using career literature and guest speakers will make a long term impact on students. Students may not give up their daydream careers yet, but educators can plant the seeds of occupational awareness and academic motivation that will yield positive results in the career futures of students. References Brassel, D. (2003). Celebrity Readers. Knowledge Quest. 32. 50-51. Careers Can Be Elementary. (1997). Techniques: Making Education and Career Connections. Retrieved from EBSCO Host September 26, 2005. Ediger, M. (1999). Reading and Literature for Children. Retrieved from EBSCO Host December 1, 2005. Gottsfredson, L. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology, 28. 545-580. Retrieved from http://www.udel.edu/educ/gottfredson. November 16, 2005. Harkins, M. (2001). Using literature to establish career concepts in early childhood. The Reading Teacher. 55. 29-32. Retrieved from Education Full Text, November 14, 2005. Helwig, A. (2004). A Ten-Year Longitudinal Study of Career Development of Students: Summary Findings. Journal of Counseling and Development, 82, 49-57. Retrieved from Education Full Text on November 14, 2005. Magnuson, C. and Starr M. (2000). How early is too early to begin life career planning? The importance of the elementary school years. Journal of Career Development. 27. 89-101. Retrieved form EBSCO Host November 27, 2005. McMahon, M. and Watson, M. (2005). Occupational Information: What children want to know. Journal of Career Development. 31, 239-249. Retrieved from EBSCO Host November 13, 2005. Appendix A Interview Questions Make a list of 3 subjects you like in school in order with your favorite at the top. 1._______________________________________ 2. ______________________________________ 3. ______________________________________ List 8 jobs you know about. 1._______________________________ 5.________________________________ 2._______________________________ 6. ________________________________ 3. _______________________________ 7. ________________________________ 4.________________________________ 8._________________________________ List 4 jobs you would like to have when you grow up in order with your favorite at the top. 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ Put the following statements in order of importance to you. 1 is most important 5 is least important. __________ I want a job that will help me make a lot of money. __________ I want a job that will be easy. __________ I want a job that will let me do something I enjoy. __________ I want a job that will not require a college degree. __________ I want a job that will let me pick my own hours. What else will be important to you when you pick a job? Appendix B Career Book Set from Longview School Library Fire Fighter books Im going to be a fire fighter: Edith Kunhardt Community Helpers: Fire Fighters Dee Ready A day in the life of a fire fighter: Linda Hayward A day in the Life of a Fire Fighter: Heather Adamson Fighting Fires: Seymour Simon Police Officer Books Im going to be a police officer: Edith Kunhardt A day in the life of a police officer: Heather Adamson A Day in the Life of a Police Officer: Linda Hayward Keeping you Safe: A book about police officers Ann Owen Jobs with Animals Im going to be a Vet: Edith Kunhardt Im going to be a farmer: Edith Kunhardt Jobs with the News Newspapers: A new True book I can be a reporter: Christine Maloney A day in the life of a reporter: Linda Hayward Deadline! From News to Newspaper Risky Business: Photojournalist: Keith Greenberg Garbage Collector Books A day in the life of a Garbage Collector: Nate LeBoutiller Community Helpers: Garbage Collectors: Tami Deedrick Jobs at a School Community Helpers: Teachers Tami Deedrick A day in the Life of a Teacher: Heather Adamson A Day in the Life of a Teacher: Linda Hayward A day in the life of a Librarian: Judy Monroe Jobs with Health A day in the life of a Doctor: Heather Adamson Keeping you Healthy: A book about Doctors: Ann Owen Helping you Heal: A book about Nurses: Sarah Wohirabe A day in the life of a Dentist: Heather Adamson Astronaut Jobs Astronauts at work: Deborah A. Shearer Community Helpers: Astronauts: Tami Deedrick Different Jobs Where does the Mail Go? Daniel Shepard A Day in the life of a Construction Worker: Heather Adamson Risky Business: Window Washer: Keith Greenberg Community Helpers: Bakers: Tami Deedrick A Day in the Life of a Musician: Linda Hayward Appendix C Career Book Set from Patrick Beaver Memorial Library Life as an Army Demolition Expert, by Robert C. Kennedy Life in the Marines, by Robert C. Kennedy Governor, by J. Gorman Mayor, by J. Gorman Life as an Air Force Fighter Pilot, by Robert C. Kennedy A Day in the Life of a Forest Ranger, by David Paige Call Mr. Vasquez, Hell Fix It, by Alice Flanagan Meet Rory Hohenstein, A Professional Dancer, by Jill Duvall A Day in Court with Mrs. Trinh, by Alice Flanagan Ms. Moja Makes Beautiful Clothes, by Jill Duvall A Busy Day at Mr. Kangs Grocery Store, by Alice Flanagan Who Keeps the Water Clean? Ms. Schindler! by Jill Duvall The Wilsons, a House-Painting Team, by Alice Flanagan Exploring the Parks with Ranger Dockett, by Alice Flanagan Dr. Kanner, Dentist with a Smile, by Alice Flanagan Riding the Ferry with Captain Cruz, by Alice Flanagan Ms. Davison, our Librarian, by Alice Flanagan Life with the Navy Seals, by Robert C. Kennedy Life as a Paratrooper, by Robert C. Kennedy Here comes Mr. Eventoff with the Mail! Alice Flanagan Life in the Army Special Forces, by Robert C. 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