Youth Career and Educational Aspirations: Perceptions and Instrument Validation

By Sufian Forawi.

Published by The International Journal of Humanities Education

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Article: Electronic $US5.00

This pioneering study was conducted to determine the significant factors affecting career and educational aspirations among youth. A large, diverse group of 5,320 boys and girls from middle and secondary schools in the United Arab Emirates were sampled. The design of the study followed a quantitative approach by use of the Career & Educational Aspirations Questionnaire (CEAQ), with an acceptable Cronbach’s reliability coefficient (r= 0.78). Factor analysis used the extraction and rotation methods to present several supporting results. The major results revealed several preferred careers based on participants’ responses using the means rank and t tests, and Scheffe comparisons. The top five preferred future jobs determined by participants were engineer, police officer, physician, pilot, and military. As expected, participants did not rate teaching to be among those preferred top jobs and it was ranked eighth among the twenty-eight jobs. Also, in the absence of expert career counseling, Emirati boys, as in this study, are likely to follow their fathers into government employment.

Keywords: Career Aspirations, Educational Aspirations, Youth Perceptions, Instrument Validation, United Arab Emirates

The International Journal of Humanities Education, Volume 11, Issue 1, pp.11-25. Article: Print (Spiral Bound). Article: Electronic (PDF File; 283.499KB).

Prof. Sufian Forawi

Associate Professor, Faculty of Education, The British University in Dubai, Dubai, United Arab Emirates

Dr. Sufian A. Forawi is currently a senior lecturer of science education in the Faculty of Education at the British University in Dubai. He obtained a Bachelor degree in biology from the University of Alexandria, Egypt; a Master degree in education from Omdurman Islamic University, Sudan; and an Ed.D. in science education from the University of Massachusetts Lowell, USA. His area of expertise is in the nature of science, teacher education, science technology, and global education. He has fourteen years of science teaching and coordination experience in higher education and six years of high school science teaching and administrative experience. He has been active with the state of Ohio assessment system in the USA for many years. He has been a member of several science education organizations such as the National Association of Research on Science Teaching, the American Educational Research Association, and the European Science Education Research Association. He has published widely in peer reviewed journals.