ABSTRACT
A baby born today is likely to experience a life journey that is dynamic, non-linear, shaped as much by happenstance as rationality, involving skills and occupations that may have yet to be invented; in essence, a multi-determined experience that challenges our predictive capabilities as vocational psychologists. Even so, two particular demographic variables that the child has absolutely no control over on this the first day of her or his life may well be two of the most robust predictors of that journey: whether they are born a girl or boy and whether they are born of wealth, poverty or somewhere on the vast continuum in between. Although much of our research and theory in career development and vocational behavior has focused on interests, values, abilities, choice, self-efficacy, the structure of occupational opportunity, person and environment fit, adjustment, and work satisfaction, we will argue that all of these highly important variables are powerfully influenced by gender and social class and that it is essential for vocational researchers and practitioners to integrate these critical aspects of social identity into their research and applied interventions. Thus, it is the purpose of this chapter to examine what we know about both gender and class as they relate to the pursuit of work or one’s career development (as you see, even our terminology is shaped by class differences). We start the chapter with a brief critique of the career theories that have guided the work of scholars and practitioners in our field over the past decades with particular attention to how they incorporate gender and class into their models. Next we present a model we have developed, the Gender and Social Class Model of career development (GSCM), as an organizing tool for this chapter. The GSCM provides a gender-and social-class-infused conceptualization to predict various career outcomes. We review the literature in the areas of gender and social class as they exemplify different aspects of the GSCM. Finally we offer implications for both researchers and practitioners to consider in working within a more gender-and social-class-infused conceptualization of career development.
