Advertisement

U.S. and Israeli young women’s future perceptions

  • Rinat Michael
  • TaeSun Kim
  • Ashley Hutchison
  • Rachel Gali Cinamon
  • Lawrence H. Gerstein
  • Juno Park
  • Yuri Choi
  • Yamini Bellare
  • Rachael Collins
Article
First Online:

Abstract

The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed.

Keywords

Future perceptions Time horizon Career interventions 

Résumé

Perceptions de l’Avenir chez des Jeunes Femmes Américaines et Israéliennes. La présente étude explore le contenu des perceptions de l’avenir de 47 femmes américaines et 48 femmes israéliennes. Une analyse de contenu a été réalisée afin d’explorer les réponses qualitatives des participantes. Les énoncés de ces femmes se rattachent à des sujets très variés, et ont été catégorisés en dix thèmes clefs: (a) Travail; (b) Famille/relations; (c) Propriété; (d) Résidence; (e) Formation; (f), Qualité de vie globale; (g) Loisirs; (h) Activités pro-sociales; (i) Gestion de rôles multiples; et (j) Religion. Les résultats mettent en évidence le rôle de la nationalité dans le processus d’exploration et les perceptions du futur. Les implications pour la recherche et la pratique sont discutées.

Zusammenfassung

Zukunftswahrnehmungen junger israelischer und amerikanischer Frauen. Die vorliegende Studie untersuchte den Inhalt von Zukunftswahrnehmungen 47 amerikanischer und 48 israelischer Frauen. Um qualitative Antworten auszuwerten, wurden thematische Analysen verwendet. Die Antworten der Frauen deckten einen breiten Umfang an Themen ab, welche in zehn Schlüsselthemen kategorisiert wurden: (a) Arbeit, (b) Familie/Beziehungen, (c) Eigentum (d) Wohnsitz, (e) Ausbildung, (f) generelle Lebensqualität, (g) Freizeit, (h) pro-soziale Aktivitäten, (i) multiples Rollenmanagement, und (j) Religion. Die Resultate zeigten die Rolle der Nationalität im Prozess der Exploration und im Rahmen zukünftiger Wahrnehmungen auf. Implikationen für die Forschung und Praxis werden diskutiert.

Resumen

Percepciones de futuro de las jóvenes norteamericanas e israelíes. El presente estudio investiga el contenido de las percepciones de futuro para 47 mujeres norteamericanas y 48 israelíes. Con el fin de explorar las respuestas cualitativas de las participantes, se utilizó el Análisis Temático. Las respuestas facilitadas tocaron un amplio elenco de temas que fueron clasificados en diez categorías clave: (a) Trabajo, (b) Familia/Relaciones, (c) Propiedad, (d) Residencia, (e) Educación, (f) Calidad de Vida, (g) Ocio, (h) Actividades Sociales Positivas, (i) Gestión de Tareas Múltiples, y (j) Religión. Los resultados evidenciaron el papel de la nacionalidad en el proceso de exploración de las percepciones futuras. Finalmente se exponen implicaciones para la investigación y la práctica.

This is a preview of subscription content, log in to check access.

References

  1. Arnett, J. J. (1998). Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 41, 295–315. doi: 10.1159/000022591.CrossRefGoogle Scholar
  2. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480. doi: 10.1037/0003-066X.55.5.469.CrossRefGoogle Scholar
  3. Arnett, J. J. (2001). Conceptions of the transition to adulthood: Perspectives from adolescence through midlife. Journal of Adult Development, 8, 133–143. doi: 10.1023/A:1026450103225.CrossRefGoogle Scholar
  4. Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York, NY: Oxford University Press.Google Scholar
  5. Arnett, J. J. (2006). G. Stanley Hall’s Adolescence: Brilliance and nonsense. History of Psychology, 9, 186–197. doi: 10.1037/1093-4510.9.3.186.CrossRefGoogle Scholar
  6. Belsky, E. S., Herbert, C. E., & Molinsky, J. H. (2013). Homeownership bilt to last: Balancing access, affordability, and risk after the housing crisis. Washington, DC: The Brookings Institution.Google Scholar
  7. Ben-Arieh, A., & Khoury-Kassabri, M. (2008). Attitudes toward and understanding of children’s rights among middle school students in Jerusalem: The role of family values and patterns, nationality, and religion. American Journal of Orthopsychiatry, 78, 359–368. doi: 10.1037/a0014183.CrossRefGoogle Scholar
  8. Blatterer, H. (2007). Adulthood: The contemporary redefinition of a social category. Sociological Research Online, 12, 1–13. Retrieved, from http://www.socresonline.org.uk/12/4/3.htm.
  9. Bond, M. H., et al. (2004). Culture-level dimensions of social axioms and their correlates across 41 cultures. Journal of Cross-Cultural Psychology, 35, 548–570. doi: 10.1177/0022022104268388.CrossRefGoogle Scholar
  10. Boniecki, G. J. (1980). What are the limits of man’s time and space perspectives? Towards a definition of a realistic planning horizon. Technological Forecasting and Social Change, 17, 161–175. doi: 10.1016/0040-1625(80)90050-5.CrossRefGoogle Scholar
  11. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi: 10.1191/1478088706qp063oa.CrossRefGoogle Scholar
  12. Cassidy, T. (1996). All work and no play: A focus on leisure time as a means for promoting health. Counseling Psychology Quarterly, 9, 77–90. doi: 10.1080/09515079608256354.CrossRefGoogle Scholar
  13. Chan, G., Barnes-Holmes, D., Barnes-Holmes, Y., & Stewart, I. (2009). Implicit attitudes to work and leisure among North American and Irish individuals: A preliminary study. International Journal of Psychology and Psychological Therapy, 9, 317–334.Google Scholar
  14. Cinamon, R. G. (2006). Anticipated work-family conflict: Effects of gender, self-efficacy and family background. Career Development Quarterly, 54, 202–215. doi: 10.1002/j.2161-0045.2006.tb00152.x.CrossRefGoogle Scholar
  15. Cinamon, R. G., & Rich, Y. (2002). Gender differences in attribution of importance to life roles: Implications for the work-family conflict. Sex Roles, 47, 531–541. doi: 10.1023/A:1022021804846.CrossRefGoogle Scholar
  16. Cinamon, R. G., & Rich, Y. (2014). Work and family plans among at-risk Israeli adolescents: A mixed-methods study. Journal of Career Development, 41, 163–184. doi: 10.1177/0894845313507748.CrossRefGoogle Scholar
  17. Cinamon, R. G., Rich, Y., & Gross-Spector, M. (2012). Patterns of exploration in young adulthood: The case of Israeli adults. Herzelia, Israel: Gandir (Hebrew).Google Scholar
  18. Côté, J. E., & Levine, C. (1987). A formulation of Erikson’s theory of ego identity formation. Developmental Review, 7, 273–325. doi: 10.1007/BF02092113.CrossRefGoogle Scholar
  19. Erez, M. (2011). Cross-cultural and global issues in organization psychology. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol 3: Maintaining, expanding, and contracting the organization (pp. 807–854). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
  20. Erikson, E. H. (1968). Identity: youth and crisis. London, GB: Faber & Faber.Google Scholar
  21. Fogiel-Bijaoui, S. (2002). Familism, post modernity and the state: The case of Israel. Journal of Israeli History, 21, 38–62. doi: 10.1080/13531040212331295852.CrossRefGoogle Scholar
  22. Fry, R. (2014). Young adults, student debt and economic well-being. Washington, DC: Pew Research Center.Google Scholar
  23. Gelfand, M. J., et al. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100–1104. doi: 10.1126/science.1197754.CrossRefGoogle Scholar
  24. Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1, 49–60. doi: 10.1037/qup0000002.CrossRefGoogle Scholar
  25. Girsh, Y. (2014). The (late?) modern family: The family’s significance for adolescents in Germany and Israel. Journal of Adolescence, 37, 863–870. doi: 10.1016/j.adolescence.2014.06.001.CrossRefGoogle Scholar
  26. Hodgkinson, V., & Weitzman, M. (1996). Giving and volunteering in the United States. Washington, DC: Independent Sector.Google Scholar
  27. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). London, UK: Sage.Google Scholar
  28. House, R. J., Hanges, P. W., Javidan, M., Dorfman, P., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.Google Scholar
  29. Inglehardt, R., & Welzel, C. (2005). Modernization, cultural change and democracy: The human development sequence. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  30. Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 65, 19–51. doi: 10.2307/2657288.CrossRefGoogle Scholar
  31. IsoAhola, S. E. (1989). Motivation for leisure. In E. L. Jackson & T. L. Burton (Eds.), Understanding leisure and recreation: mapping the past, charting the future (pp. 247–279). State College, PA: Venture Publishing.Google Scholar
  32. Israelashvili, M., & Benjamin, B. A. (2009). Context and diversity in the provision of counseling services in Israel. In L. H. Gerstein, P. P. Heppner, S. Ægisdóttir, A. M. A. Leung, & K. L. Norsworthy (Eds.), International handbook of cross-cultural counseling: Cultural assumptions and practices worldwide (pp. 449–464). Thousand Oaks, CA: Sage Publications Inc.CrossRefGoogle Scholar
  33. Kerr, B., & Sodano, S. (2003). Career assessment with intellectually gifted students. Journal of Career Assessment, 11, 168–186. doi: 10.1177/1069072703011002004.CrossRefGoogle Scholar
  34. Khazzoom, A. (2003). The great chain of orientalism: Jewish identity, stigma management, and ethnic exclusion in Israel. American Sociological Review, 68, 481–510.CrossRefGoogle Scholar
  35. Khoury, R. M., & Thurmond, G. T. (1978). Ethnic differences in time perception: A comparison of Anglo and Mexican Americans. Perceptual and Motor Skills, 47, 1183–1188. doi: 10.2466/pms.1978.47.3f.1183.CrossRefGoogle Scholar
  36. Kohl, H. (1984). Growing minds. New York, NY: Harper and Row.Google Scholar
  37. Lent, R. W., Brown, S. D., Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. doi: 10.1006/jvbe.1994.1027.CrossRefGoogle Scholar
  38. Lent, R. W., Brown, S. D., Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 36–49. doi: 10.1037/0022-0167.47.1.36.CrossRefGoogle Scholar
  39. Mac an Ghaill, M., & Haywood, C. (2007). Gender, culture and society: Contemporary femininities and masculinities. London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  40. Malmberg, L.-E., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. Journal of Adolescence, 28, 709–723. doi: 10.1016/j.adolescence.2004.12.007.CrossRefGoogle Scholar
  41. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253. doi: 10.1037/0033-295X.98.2.224.CrossRefGoogle Scholar
  42. Mayseless, O., & Scharf, M. (2003). What does it mean to be an adult? The Israeli experience. New Directions for Child and Adolescent Development, 100, 5–20. doi: 10.1002/cd.71.CrossRefGoogle Scholar
  43. Michael, R., Most, T., & Cinamon, R. G. (2011). How do Israeli youth explore their future? Paper presented at the APA Annual Convention, Washington, DC, August 2011.Google Scholar
  44. Nelson, L. J., Badger, S., & Wu, B. (2004). The influence of culture in emerging adulthood: Perspectives of Chinese college students. International Journal of Behavioral Development, 28, 26–36. doi: 10.1080/01650250344000244.CrossRefGoogle Scholar
  45. Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1-59. doi: 10.1016/0273-2297(91)90002-6.CrossRefGoogle Scholar
  46. Nurmi, J. E., Liiceanu, A., & Liberska, H. (1999). Future-oriented interests. In F. Alsaker & A. Flammer (Eds.), The adolescent experience: European and American adolescents in the 1990s research monographs in adolescence (pp. 85–98). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.Google Scholar
  47. Nurmi, J. E., Poole, M. E., & Seginer, R. (1995). Tracks and transitions—A comparison of adolescent future-oriented goals, explorations, and commitments in Australia, Israel, and Finland. International Journal of Psychology, 30, 355–375. doi: 10.1080/00207599508246575.CrossRefGoogle Scholar
  48. O’Brien, K. M., Ganginis Del Pino, H. V., Yoo, S.-K., & Cinamon, R. G. (2014). Work, family, support, and depression: Employed mothers in Israel, Korea, and the United States. Journal of Counseling Psychology, 61, 461–472. doi: 10.1037/a0036339.CrossRefGoogle Scholar
  49. Organization for Economic Cooperation and Development (2012). Education at a Glance 2012: OECD Indicators. OECD Publishing. Retrieved November 15, 2012, from http://dx.doi.org/10.1787/eag-2012-en.
  50. Padilla-Carmona, M. T., & Martínez-García, I. (2013). Influences, values and career aspirations of future professionals in education: A gender perspective. Educational Review, 65, 357–371. doi: 10.1080/00131911.2012.674010.CrossRefGoogle Scholar
  51. Patton, W. (2015). Career counseling: Joint contributions of contextual action theory and the systems theory framework. In R. A. Young, J. F. Domene, & L. Valach (Eds.), Counseling and action: Toward life-enhancing work, relationships, and identity (pp. 33–49). New York, US: Springer.Google Scholar
  52. Poole, M. E. (1983). Youth: Expectations and transitions. Melbourne, Australia: Routledge & Kegan Paul.Google Scholar
  53. Poole, M., & Cooney, G. (1987). Orientations to the future: A comparison of adolescents in Australia and Singapore. Journal of Youth and Adolescence, 16, 129–151. doi: 10.1007/BF02138916.CrossRefGoogle Scholar
  54. Portugese, J. (1998). Fertility policy in Israel: The politics of religion, gender and nation. Westport, CT: Praeger.Google Scholar
  55. Raynor, J. O. (1982). Self-possession of attributes, self-evaluation, and the future orientation: A theory of adult competence motivation. In J. O. Raynor & E. E. Entin (Eds.), Motivation, career striving, and aging (pp. 207–226). Washington, DC: Hemisphere Publishing Corp.Google Scholar
  56. Rogers, D. L., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42, 173–181. doi: 10.1177/00224871910420030.CrossRefGoogle Scholar
  57. Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley.Google Scholar
  58. Schwartz, S. J., Kurtines, W. M., & Montgomery, M. J. (2005). A comparison of two approaches for facilitating identity exploration processes in emerging adults: An exploratory study. Journal of Adolescent Research, 20, 309–345. doi: 10.1177/0743558404273119.CrossRefGoogle Scholar
  59. Seginer, R. (2000). Defensive pessimism and optimism correlates of adolescent future orientation: A domain-specific analysis. Journal of Adolescent Research, 15, 307–326. doi: 10.1023/A:1009617610369.CrossRefGoogle Scholar
  60. Seginer, R. (1988). Adolescents facing the future: Cultural and sociopolitical perspective. Youth and Society, 19(3), 314–333.CrossRefGoogle Scholar
  61. Seginer, R. (2009). Future orientation: Developmental and ecological perspectives. New York, NY: Springer.CrossRefGoogle Scholar
  62. Seginer, R., & Halabi-Kheir, H. (1998). Adolescent passage to adulthood: Future orientation in the context of culture, age, and gender. International Journal of Intercultural Relations, 22, 309–328. doi: 10.1016/S0147-1767(98)00010-8.CrossRefGoogle Scholar
  63. Seginer, R., & Vermulst, A. (2002). Family environment, educational aspirations, and academic achievement in two cultural settings. Journal of Cross-Cultural Psychology, 33, 540–558. doi: 10.1177/00220022102238268.CrossRefGoogle Scholar
  64. Shirai, T., & Beresneviciene, D. (2005). Future orientation in culture and socio-economic changes: Lithuanian adolescents in comparison with Belgian and Japanese. Baltic Journal of Psychology, 6, 21–31. doi: 10.1037/e557272013-003.Google Scholar
  65. Shulman, S., & Ben-Artzi, E. (2003). Related differences in the transition from adolescence to adulthood and links with family relationships. Journal of Adult Development, 70, 217–226. doi: 10.1023/A:1026006025155.CrossRefGoogle Scholar
  66. Shulman, S., Levy-Shiff, R., & Scharf, M. (2000). Family relationships, leaving home and adjustment to military service. Journal of Psychology, 134, 392–400. doi: 10.1080/0022398000959822.CrossRefGoogle Scholar
  67. Storti, C. (2004). Americans at work—A guide to the can do people. Yarmouth, ME: Intercultural Press Inc.Google Scholar
  68. Sundberg, N., Poole, M., & Tyler, E. (1983). Adolescents’ expectations of future events—A cross-cultural study of Australians, Americans and Indians. International Journal of Psychology, 18, 415–427. doi: 10.1080/00207598308247491.CrossRefGoogle Scholar
  69. Super, D. E. (1982). The relative importance of work: Models and measures for meaningful data. The Counseling Psychologist, 10, 95–103. doi: 10.1177/0011000082104018.CrossRefGoogle Scholar
  70. Super, D. E. (1983). Assessment in career guidance: Toward truly developmental counseling. The Personal and Guidance Journal, 61, 555–562. doi: 10.1111/j.2164-4918.1983.tb00099.x.CrossRefGoogle Scholar
  71. Super, D. E. (1990). A life-span life space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to Practice (2nd ed., pp. 197–261). San Francisco, CA: Jossey-Bass.Google Scholar
  72. Taras, V., Steel, P., & Kirkman, B. L. (2012). Improving national cultural indices using a longitudinal meta-analysis of Hofstede’s dimensions. Journal of World Business, 47, 329–341. doi: 10.1016/j.jwb.2011.05.001.CrossRefGoogle Scholar
  73. The Hofstede Centre. (n.d.) What about Israel? Retrieved, from http://geert-hofstede.com/israel.html.
  74. Thomas, D. C. (2008). Comparing cultures systematically describing cultural differences. In D. C. Thomas (Ed.), Cross-cultural management: essential concepts (2nd ed., pp. 47–69). Thousand Oaks, CA: Sage Publications.Google Scholar
  75. Trenberth, L. D., Dewe, P. J., & Walkey, F. H. (1996). A factor replication approach to the measurement of coping. Stress Medicine, 12, 71–79. doi: 10.1002/(SICI)1099-1700(199604)12:2<71:AID-SMI692>3.0.CO;2-A.CrossRefGoogle Scholar
  76. Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. Journal of Personality and Social Psychology, 54, 323–338. doi: 10.1037/0022-3514.54.2.323.CrossRefGoogle Scholar
  77. Trommsdorff, E., Lamm, H., & Schmidt, R. W. (1979). A longitudinal study of adolescents’ future orientation (time perspective). Journal of Youth and Adolescence, 8, 131–147. doi: 10.1007/BF02087616.CrossRefGoogle Scholar
  78. Uchida, Y., Kitayama, S., Mesquita, B., & Rayes, J. A. (2001). Interpersonal sources of happiness: The relative significance in three cultures. Paper presented at 13th annual convention of the American Psychological Society, Toronto, Canada.Google Scholar
  79. Watts, L. L., Frame, M. C., Moffett, R. G., Van Hein, J. L., & Hein, M. (2015). The relationship between gender, perceived career barriers, and occupational aspirations. Journal of Applied Social Psychology, 45, 10–22. doi: 10.1111/jasp.12271.CrossRefGoogle Scholar
  80. Wilson, J. (2000). Volunteering. Annual Review of Sociology, 26, 215–240. doi: 10.1146/annurev.soc.26.1.215.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.School of EducationTel-Aviv UniversityTel-AvivIsrael
  2. 2.Counseling & Psychological Services CenterUniversity of California-BerkeleyBerkeleyUSA
  3. 3.College of Education and Human DevelopmentUniversity of North DakotaGrand ForksUSA
  4. 4.Department of Counseling Psychology & Guidance ServicesBall State UniversityMuncieUSA

Personalised recommendations

Cite article

Buy options