used in career counseling to examine existing self-perceptions of
important personality dimensions critically involved in the formu-
lation and identification of potential career opportunities. However,
the validity of such measures may be called into question when the
life’s experiences that shape the development of self-knowledge
schemata, the semantic interpretation of words contained in the
measures or the opportunity to master certain cognitive skills differ
appreciably from the dominant culture. Thus counselors may wish
to emphasize the use of reality testing to explore interests and abil-
ities when the language and culture of clients differ appreciably
from population samples used to norm the instruments.
The Acquisition of Occupational Knowledge. Cultural and inter-
generational issues in the acquisition of occupational knowledge
relate to (1) the breadth of experience and opportunity to learn
about the complexities of the world of work and the possibilities it
holds, (2) the meanings and attitudes attached to the knowledge
acquired, and (3) the processes through which occupational knowl-
edge is assimilated and stored. If individuals are exposed early in life
to restricted environments in which family members and adult role
models perform work, it is likely their first-hand knowledge of the
world of work may also be narrow. In CIP terms, the occupational
knowledge schemata may lack differentiation and complexity
(Neimeyer, 1988). Furthermore, if occupational knowledge is assim-
ilated and associated with negative or demeaning attitudes and
stereotypical thinking, the world of work will not be seen as a place
where one’s creative potential can be actualized but as a threatening,
oppressive place with little reward, financially or socially. Finally,
members of certain cultural groups may acquire occupational knowl-
edge more effectively through a social construction process rather
than through an individual construction process (Lyddon, 1995).
Thus learning about occupations within closely connected family
and community groups may be more meaningful and relevant than
in learning individually from print or other media typically available
in career centers (Fouad & Arbona, 1994).
A COGNITIVE INFORMATION PROCESSING APPROACH 329