AAbility grouping, 43–45
Acceptable alternatives, zone of, 91
Action: and context, 214–217; and joint
action, 215–216, 235–236; organiza-
tion of, 217–218
Adolescent employment, 54
Adult Career Concerns Inventory (Super,
Thompson, and Lindeman), 186
African Americans, 482–483
American College Testing, 313, 376
American Psychological Association, 89,
90, 92; Award for Distinguished Con-
tributions to Professional Knowledge,
375
Armed Services Vocational Aptitude Bat-
tery (United States Department of De-
fense), 392
Asian Americans, 477–478, 480–485,
489, 494
B
Bolles Party Game (Bolles), 392
Boston, 206, 514
Brown’s values-based theory: application
of, to E case study, 497–498; applica-
tion of, to K case study, 495–497;
assumptions of, 466–467; building
blocks of, 467–472; career counseling
model of, 499; and intergenerational
differences, 489–490; overview of,
465–466; propositions of, 472–487;
and recommendations for practice,
490–495; recommendations for re-
search on, 488–489; research on,
487–488; summary of, 490
C
Career Attitudes and Strategies Inventory
(CASI; Holland and Gottfredson),
392, 413
Career Beliefs Inventory (CBI; Krum-
boltz), 413
Career choice: and community, 58–60;
cross-national variation in, 41–43; and
family, 51–54; social contexts of,
51–60; and structural features of
schools, 43–51; and work, 54–58; and
work-family connections, 60–64
Career construction theory (Savickas): ap-
plication of, 185–191; application of, to
E case study, 196–197; application of,
to K case study, 194–196; and develop-
mental contextualism, 157–160; devel-
opmental perspective of, 149–151;
developmental tasks in, 166–182; dis-
engagement stage in, 181–182; estab-
lishment stage in, 178–179; evaluations
of, 182–185; exploration stage in,
171–178; growth stage in, 167–171;
maintenance or management stage in,
179–181; and objective versus subjec-
tive career, 151–153; sixteen proposi-
tions of, 153–157; and vocational
self-concepts, 160–166Subject Index
529