• International Journal of Advanced Culture Technology
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• 제12권2호
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• pp.104-109
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• 2024

In this paper, we examine American career self-help advice in the context of white-collar labor market changes in the U.S., especially how it tries to motivate and empower white-collar job seekers and how fundamentally flawed this is. In this regard, we focus on What Color Is Your Parachute? by Richard Nelson Bolles, as it is the foundational and representative literature in the field of career self-help advice. We first look at the white-collar labor market changes in the U.S. and the growth of career self-help advice along with its influence. We then show that What Color Is Your Parachute? seeks to motivate and inspire job seekers by defining job searching in individual terms and overlooking its structural nature. From this, we point out the most problematic aspect of career self-held advice, i.e., shifting job search responsibility as well as its outcome solely to individual job seekers, while also making it difficult to scrutinize and understand the broader context affecting job searching.

• 융합정보논문지
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• 제8권5호
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• pp.183-188
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• 2018

본 논문은 미국의 사례를 통해 화이트칼라 구직활동에 영향력을 미치고 있는 커리어 자기계발 조언과 이의 문제점을 고찰한다. 먼저 빈번한 해고와 불안정한 고용의 확산으로 대변되는 미국 화이트칼라 노동시장의 변화와 이와 함께 부상한 자기계발 산업을 간단히 고찰한다. 다음으로 문헌연구를 통해 미국 화이트칼라 구직과정에서 접할 수 있는 대표적 자기 계발 조언을 살펴본다. 이는 정보통신기술의 발달이 구직과정에도 큰 영향을 미치는 점을 고려하여 이러한 기술의 활용을 포함하여 이력서와 네트워킹에 관한 조언을 중심으로 고찰한다. 마지막으로 커리어 자기계발 조언의 영향력에 비추어 이의 문제점들, 특히 개인의 부단한 노력만을 강조하며 이에 취업과 그 결과를 개인의 책임으로 돌리고 있음을 살펴한다.

• 융합정보논문지
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• 제9권11호
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• pp.134-140
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• 2019

본 논문은 미국 화이트칼라 노동시장의 변화에 대한 융합 정보를 제공하고 대중적 인식에 영향을 미치는 중요한 매체들 중 하나로써 커리어 자기계발 조언을 고찰한다. 이에 본 논문은 특히 커리어 자기계발 조언이 1980년대 이래 점차 일반화되어 온 미국 화이트칼라 고용 불안의 문제를 어떻게 다루고 있으며 그 문제점은 무엇인지를 비판적으로 살펴본다. 논문은 대표적인 커리어 조언서 및 자기계발서들의 고찰을 통해 이 문제를 고찰하고 이들이 화이트칼라 노동자들의 고용 불안을 불가피한 것으로 제시하며 이를 긍정적인 변화로 받아들이도록 조언하고 있음을 보여준다. 또한 이의 문제점으로 고용 불안에 관한 커리어 자기계발 담론이 어떻게 기업의 필요에 부합하는지를 살펴본다.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.351-367
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• 1999

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.