The Occupational Possible Selves of Low-Income Women.

Abstract

Low-income women, ages 18 to 59, attending basic adult education classes (DHS group) or community college development classes (DEV group) in rural East Tennessee, completed questionnaires examining their occupational possible selves and their locus of control. The two groups were compared as to their number of hoped-for and feared occupational selves; affective intensity and perceived likelihood of their most hoped-for self and their most feared self; presence of a role model for their most hoped-for self; self-initiated actions taken to achieve their most hoped-for self and avoid their most feared self; and their Spheres of Control scores. No significant differences existed between the groups in the number of hoped-for and feared selves generated nor in the total number of role models reported. Both groups reported more role models for feared selves than for hoped-for selves. Affective intensity for the most hoped-for self was significantly higher for the DEV group. No significant differences were found in affective intensity for feared selves. Both groups assessed likelihood of their most hoped-for selves higher than likelihood of their most feared selves, but the DEV group expressed significantly greater likelihood of achieving their most hoped-for self. Internal locus of control was a significant predictor of likelihood of the most hoped-for self, but there were no significant predictors of likelihood of the most feared self. Implications for professionals working with low-income women are discussed. (Contains 2 tables and 30 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. The Occupational Possible Selves of Low-Income Women Barbara S. Robinson, Ph.D. University of Tennessee, Knoxville Kathleen L. Davis, Ed.D. University of Tennessee, Knoxville Paper Presented at the Annual Convention of the American Psychological Association San Francisco, August 2001 Running head: POSSIBLE SELVES U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE

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