oa Journal of Psychology in Africa - Career maturity, career self-efficacy and career aspirations of black learners in different school settings in South Africa
Most studies on the career development of learners in South Africa have focused on either white adolescent learners or black learners in comparison with their white counterparts. There exists a lack of within-group studies on the career development process among black adolescent learners. This paper reports the findings of two studies aimed at addressing this gap in the literature. The first study was conducted in the Eastern Cape and focused on 91 Grade 11 black learners from a single-race 'township' school and 81 black Grade 11 learners from a multiracial suburban school setting. The second study focused on black Grade 12 learners from a single-race 'township' school (n - 100) and black Grade 12 learners from a multiracial suburban school (n - 74) in Mpumalanga Province. In both studies, the learners from different school settings were compared across key career development variables, namely, career maturity, career self-efficacy, and career aspirations. For both studies, significant differences were found in the career maturity and career self-efficacy scores of learners from different school settings with learners from the multiracial schools scoring higher than their counterparts from the single race 'township' schools. Similarly, a number of differences were found in the career aspirations of learners from the different school contexts. The findings of these studies highlight the importance of developing and introducing needs-based career development programs for learners in different school settings.
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