Young women’s experiences of parental pressure in the context of their career exploration
Bibliographic record
Abstract
This study explored Canadian young women’s experiences of having received pressure from one or both parents regarding their career choices and future, within the context of their career exploration. Using Charmaz’ grounded theory approach, in-depth semi-structured interviews were conducted with 20 undergraduate female students who were experiencing or had experienced parental pressure. Analyses of participant narratives revealed several key themes. Career conversations with parents were described as one-sided and unhelpful. Participants described feeling frustrated, confused and inferior during and after these conversations and described feeling anxious in response to pressure. Nine felt that their feelings of control over their career environments were limited by parental pressure. Participants felt a desire to comply with parental career wishes and felt close to parents. These findings demonstrate that parental pressure could result in negative emotional responses and internal conflict in young adult women. This has negative consequences for their emotional well-being and career exploration processes. However, five felt that parental pressure increased their feelings of control over their career environment. More research is needed to clarify the role of parental pressure on young women’s career exploration. These results have practical implications for career counsellors working with young women and counsellors working with parents, including providing education about the impact of parental pressure and ensuring that they are feeling heard during career conversations.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".