Between self and others: A qualitative study of the career construction process of college-track students in Taiwan

This dissertation examines the process of and the context in which college-track students in Taiwan construct their careers. It explores how these students develop their career aspirations since childhood and how these aspirations transform in later years, the important values and motives underling their decisions and the patterns of career construction emerging from this process. As one of the pioneering qualitative studies in this field, this work is intended to bridge a gap in current youth career research in Taiwan and contribute to the rising trend of the qualitative approach to career research in general. The process of career construction of this group of college-track students can be characterized as a dynamic interaction between tsi-chi (self) and pieh-jen (others). Personal interests and characteristics as well as social values and norms embodied in others' expectations constitute two foundations from which these youths draw to construct their career goals and make important career choices. Three groups exist among these youths based on their orientations toward "self" and "others": (1) Other-oriented group; (2) Self-oriented group; (3) In-between group. The experiences of the in-between group can be further differentiated into four patterns (sub-groups): (1) Balance between self and others; (2) Adaptation of self to others; (3) Conflict between self and others; (4) Incorporation of others into self. Differences in this basic approach entail distinct patterns in the following five stages of career construction among the other-oriented, self-oriented and in-between group: (1) Formation of career aspirations in childhood; (2) Transformation of career goals in secondary school; (3) Choices of college majors upon entry into college; (4) College experiences; (5) Development of career commitment and future images. This dissertation provides insight into the possible processes of and contexts in which these youths were oriented toward different cultural models for personhood as foundations for their careers aspirations. The focus is then on the cultural roots of the self-other orientations, distinct patterns of future images and scope of moral concerns, socioeconomic and gender differences in the career construction process. It concludes with implications of these findings in assisting college-track students to achieve higher level of career commitment.