Career and cultural context

Collective individualism, egalitarianism and work-centrality in the career thinking of Norwegian teenagers

Datos Bibliográficos

ID21516632
AutoresIngrid Bårdsdatter Bakke (0000-0001-5823-2160, Department of Social Work and Guidance, the Inland Norway University of Applied Sciences, Lillehammer, Norway, autor de correspondencia)
Año2023
Volumen51
Número1
Páginas1-16
Fecha de publicación2023-01-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Guidance and Counselling (JOURNAL)
Identificadores de la revistaISSN: 0306-9885 • E-ISSN: 1469-3534
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03069885.2021.1872767
OpenAlexW3128583343
IdiomaEN
Citas recibidas2
Referencias citadas27

Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers’ career thinking is influenced by Norwegian cultural values which are strongly associated with the Nordic model of welfare: collective individualism, egalitarianism, and work-centrality. Teenagers’ and counsellors’ thoughts about career are explored through qualitative interviews and analysed using thematic analysis. The analysis shows that in conversations about career choices, teenagers and counsellors refer to these concepts, but in ways varying most notably along the urban-rural, academic-VET, and adult-teenager dimensions. Implications for career guidance are discussed

Centrality · Egalitarianism · Individualism · Norwegian · Pedagogy · Political science · Qualitative research · Social science · Sociology · Thematic analysis · Gender Diversity and Inequality · Gender Roles and Identity Studies · Psychology · Social Psychology · Youth Education and Societal Dynamics

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