Career theories for women

contribution by Jenny Bimrose (2004)

Theories that inform current practice in the UK were primarily formulated to explain the career development of men. Women's career development is, however, generally different from men. It is often more complex (e.g. conflict between work and family) and is often characterised by different career stages or patterns (e.g. intervals away from full time employment to assume care responsibilities). Various pieces of research (e.g. EOC, 1999) indicate that:

• women's labour market participation is more restricted than men i.e. they are under-represented in a variety of fields and professions, and enter low paying and low status jobs;
• women abilities and talents are underused i.e. they are less likely to advance to higher levels in their occupational fields.

Betz (1994) presents an overview of issues relating to women of particular relevance to careers counselling. Citing numerous research studies, she establishes the importance of employment for the psychological (as well as economic) well-being of women. She charts the nature of women's participation in the labour market in North America (similar to the UK) which has increased dramatically over the past four to five decades, discusses occupational segregation (horizontal and vertical) and highlights the particular implications for career theories. Since the majority of women are employed in restricted occupational areas and at lower status levels, Betz questions whether career theories which are based on the assumption that occupational choice involves either matching jobs to abilities or 'self-actualising' as part of career development apply to women at all (1994 p8).

In response to the perceived inadequacies of current theories underpinning the practice of careers counselling and guidance, approaches specifically designed to respond to the needs of women are being evolved. Five such approaches are summarised within the improving practice section of this website which you can access by clicking here.