Please send your comments to co-authors
Jane McGinn and Marilyn Noble
c/o Nortel/NSERC Women in Engineering Chair
Head Hall, University of New Brunswick
P.O. Box 4400
Fredericton, N.B. E3B 5A3
Telephone: (506) 453-4515
Fax: (506) 453-4516
E-mail: unbwie@unb.ca

Please let us know what you think.

We'd like to hear from you. What parts of this guide were most useful for you? Which ones weren't? In what ways was this publication helpful or not helpful? How could it be improved? How have you used this guide (by yourself? with your children? with a friend? with other parents? in an informal group? in a course you've been taking? in an organization to which you belong? in your workplace?)

The purpose behind this booklet

Ultimately, raising children is about guiding them toward responsible adulthood. In a world where whole fields of employment are disappearing and new ones are springing up faster than ever before, it's a tall order to help young people to develop a sense of identity and purpose and to achieve eventual financial self-sufficiency. Books abound on parenting and on career change and career development---but few, if any, integrate the two themes. This booklet has been written to help you gain an overview of this climate of change, and to see how, as a parent, you can help to guide your teen's preparations for meaningful and gainful employment in a global economy.

A further word of explanation may be in order. Conscious effort is needed, not only to close the gender gap with respect to salaries and career advancement opportunities, but also in order to create safe and supportive work environments where diversity is valued. Because we have not yet as a society achieved a level playing field, a separate section of this publication addresses issues specific to Guiding Your Daughter.

Finding your way around this guide

There are all sorts of reasons that you may be paging through this guide, and all sorts of ways that you might find it useful. We've tried to set it up so that you don't have to read it sequentially, cover to cover, but can dip into the parts that are of greatest interest to you right now. There are also sections where you may want to "make this guide yours" by jotting down any thoughts it triggers for you, or by making a few reminder notes about how you want to put it into action. Underline. Highlight. Circle. Scribble notes in the margins. Discuss it with someone else. Do whatever works for you!

One more thing: The career planning process isn't a one-shot thing. It's ongoing throughout life. So we hope that this guide can be useful to you on several different levels and at various intervals---to help your teen(s), to lend support to friends and colleagues, and to look at options for yourself.

Part One: The times, they are a-changing

This first section explores change---- as it affects the place of work in our lives, the world of work, and the role of learning throughout our lives. If that's more than you want to read right now, then you may want to skip to the "key points" guide.

Part Two: A parents' role

You'll find four main sections here. The first one looks at what it takes to become an adult. The second one talks about career development as part of growing up. The third suggests what you can do to help your teen through this life/career planning maze. And the fourth part examines how to help your teen map out an educational route.

Part Three: Guiding your daughter

This part is especially important if your teen is a young woman. Like it or not, she'll be up against special barriers because of her gender. Here's what you can do to help her cope successfully, and make her own choices.

Part Four: Suggested resources

Here you'll find a listing---prepared to correspond to the first three sections of the guide---of books, videos, programs, and information sources that you and your teen may find helpful.

It's a new world out there.

Every generation of parents faces the challenge of preparing adolescents for an evolving world. But the rate of change has escalated dramatically. For most of us, simply keeping pace with shifting conditions in our own lives is a formidable endeavour. Recognizing the unpredictable economy that our young people are entering, it becomes an especially daunting responsibility to guide them in planning for the future.

" 'What do you want to be?' ultimately refers to the entire lifestyle of the individual, including not only a means of earning a living, but also the extent of that living; the friends chosen; leisure-time activities; marital and family lifestyle; work, political, and religious values---in short, an individual's entire outlook on life and its meaning."
(Barbara Schneider Fuhrmann, Adolescence, Adolescents)

Personal life

Demographers tell us that youth currently moving through the school system will probably be the first postwar generation to face a lower standard of living than their parents'. Somehow, we have to prepare them to live comfortably with lower economic expectations. Many will delay marriage and parenthood. They may remain under the parental roof for a longer period than preceding generations have tended to do---and may return there when times are difficult. Many of them will face divorce and remarriage, and some will be parents without partners. The impact of technology will be felt in every aspect of their daily lives, and in order to function effectively, they will need to be technologically literate.

The world of work

Multiple careers over the course of a lifetime are already the norm rather than the exception. Short-term, contractual work and self-employment are more common. Work is growing increasingly complex and specialized. The workforce is more culturally diverse. Strong interpersonal, communication, and problem solving skills have grown in importance; so have creativity, initiative, and entrepreneurship. We are searching for ways to make the workplace more flexible, through job sharing, flexible hours, and the option of working from home, linked by telecommunications to an electronic workplace.

Learning: a lifelong adventure

Educational emphasis is already shifting gradually from straight acquisition of facts to learning that makes effective practical use of knowledge, insights, skills, creativity and critical thinking. Competition is expected to increase for limited spaces in high priority fields of study. If current trends are indicative, the cost of tuition will continue to climb, increasing the debt load that students incur. Academic credentials continue to be used as determinants of employability, and increasing levels of educational preparation will be expected by employers. Periodic upgrading of skills is already needed in order to keep pace with change, and most forms of postsecondary education are seeing growing proportions of adult learners. Alternating or concurrent periods of work and study are becoming a commonplace part of adult life. Access to learning opportunities throughout adulthood is being enhanced through distance education and telecommunications technology, through educational leaves, and through workplace-based education and training. Educational institutions are becoming more willing to accommodate and accredit self-directed and experience-based learning.

Key points

• The world of work is in a state of constant change.
• Learning, growth and development continue throughout a person's lifespan.
• Flexibility, initiative, and resourcefulness are keys to coping effectively in the current job market.
• It's important to follow your heart; work should be a source of personal meaning and satisfaction as well as a means of earning a living.
• Focus on, and enjoy, the journey; the destinations to which it leads you will be varied and often unforeseeable.

A. Becoming an adult: what does it really take?

"The conviction of being loved and lovable, valued and valuable as we are, regardless of what we do, is the beginning of the most fundamental kind of self-esteem...Later in childhood, we begin to develop the second and more externalized kind of self-esteem...---the sort that comes from knowing we are good 'at' something, compare well with others, meet other people's expectations, and can complete ever more challenging and interesting tasks for the sheer joy of it."
(Gloria Steinem in Revolution from Within: A Book of Self-Esteem)

"How intelligent are you? Far more intelligent than you realized. You know much more than you think because you think in more ways than you know."
(Thomas Armstrong in 7 Kinds of Smart: Identifying and Developing Your Many Intelligences)

"I would argue that the difference [between success and failure in life] often lies in the abilities called...emotional intelligence, which include self-control, zeal and persistence, and the ability to motivate oneself. And these skills can be taught to children,...giving them a better chance to use whatever intellectual potential the genetic lottery may have given them."
(Daniel Goleman in Emotional Intelligence).

Self-esteem and self-knowledge

Healthy self-esteem is a fundamental starting point. As parents, we do our best to nurture and safeguard our children's sense of personal worth, competence, and faith in our unconditional love. Self-esteem is enhanced by self-knowledge ----gaining insight about individual strengths, aptitudes, skill levels, personality type, learning style, gender perspectives, and interpersonal skills. Self-understanding enables a teen to set realistic, achievable goals, and to understand the effort that will be needed to meet them. Emotional stability, the ability to compromise, critical thinking skills, and the ability to delay gratification also contribute to the capacity to cope effectively with the transition to adulthood.

Awareness of workplace realities and options

It's important for teens to be exposed to a wide range of career options, and to be encouraged to find out as much as possible about the ones that spark the greatest interest. You can facilitate this line of inquiry by sharing what you like and dislike about your own work, and by inviting your teen to talk with other adults about what they do for a living and how they feel about it. Adolescents also need to develop an awareness of what it costs to maintain a comfortable standard of living, and to consider educational requirements, working conditions, scheduling, location, and wages as factors that affect the level of satisfaction with one's work. Try to provide your teen with a chance to learn about self-employment, contract work, job sharing, and working from home.

Productive work attitudes and habits

What we're really talking about here are values and skills that can be developed early and put to good use in the world of work. They include setting achievable goals, breaking tasks down into manageable steps, planning ahead, learning to organize time and energy, developing a sense of responsibility, and recognizing the importance of making and keeping commitments. Mastering them can begin with simple things---following through on promises, being a reliable friend and family member, helping with the planning for a family vacation, seeing projects through to completion, setting spending priorities, and taking responsibility for time use.

Managing resources

Our reserves of time, energy, and money all have their limits. Being realistic about how far we can stretch them, and learning to set priorities for their use are crucial skills. Part of the challenge for teens is to gain experience in balancing competing demands on resources. Teens need to understand the cost of food, housing, clothing, transportation, education, travel, and leisure pursuits---and the time and energy costs of juggling multiple roles (relationships, work, study, and community participation). Again, it's helpful to begin with the examples closest at hand: the family budget and the time and energy demands faced by parents and family friends. They can be encouraged to reflect on the experiences of older siblings and other young adults now living on their own.

Sound decision-making skills

Good decision-making skills are crucial in every aspect of life. Teens are ready and eager for more autonomy, and this is one of the important ways that we prepare them for greater independence. The decision making process encompasses defining needs, generating options, weighing alternatives, making a decision, living with its consequences, assessing the outcomes, and evaluating the effectiveness of the process. If we're aware of these basic steps, we can help our teens to master them, beginning with relatively simple decisions (buying clothes, trying a new hairstyle, or choosing leisure time activities) and moving to more complex ones (building relationships, committing to a part-time job, exploring lifestyle options; selecting courses, considering career options, choosing a program of study, and picking a community college, trade school, apprenticeship program, private academy, or university to attend). Again, it's important to share with our teens some of the decision making processes that we undergo ourselves as we choose a new car or a new job or decide to engage in continuing education. We're often disinclined to do that because we don't want to seem unsure of ourselves---yet if we withhold that side of life from them, we rob them of a valuable opportunity to explore the decision-making process in safe setting.

People skills: getting along with others, managing conflict, and solving problems

How far can any of us hope to get in life without good "people skills"? This is a complex and demanding set of skills which we continue to refine throughout our lives. It includes listening with an open mind, exercising care to understand other people's points of view, learning to think critically, expressing ourselves clearly, guarding against making unfounded judgments, and learning to be open and honest with others in ways that will encourage ongoing dialogue and learning. As parents, we can encourage our teens to address the interpersonal conflicts they encounter (with peers, group leaders, teachers, and yes, family members, too!), and to learn constructive ways of communicating and problem-solving together. Struggling with a problem tests our wisdom, but it is often in moments of conflict that we do some of our most creative thinking. Sometimes we may realize that our solutions are falling short because we have aimed them at the wrong problem: finding a new perspective on the situation may be what it takes to unblock our thinking. If we can share some of our own problem-solving strategies and discovery moments with our teens, we can enhance their learning about getting along with others, and about resolving life's dilemmas.

Openness to ongoing change and development

Every experience we have in life has a learning dimension, if only we can learn to see it. Learning happens everywhere---and goes on throughout the lifespan. It can be motivating and empowering to help your adolescent connect things they read, see in movies, and pick up from the media, with learning they do through travel, community activities, relationships, volunteer work, and school. Sharing some of your own ongoing learning with your teen(s) is a great way to help them understand that learning is a lifelong adventure.

B. Career development as part of growing up

Career development theory

For us to be satisfied in a given career, we need to find in it outlets to express our abilities, interests, personality, and values. We seek in our work a chance to develop and implement our concept of who we are and what gives our life meaning. In practice, career choice often results from a compromise between our self-concept and the economic and social reality in which we live. So writes D.E. Super, one of the most influential voices in career development theory. Because we continue to grow and develop, our vocational preferences also continue to evolve over our lifetime.

The growth stage

Super suggests that up to roughly age 14, children are in the growth period of career development. During this time, they gradually develop an understanding of the kinds of people they are and gain some ideas about the nature and meaning of work. Fantasy is the first phase of this, during the elementary school years, and identification with significant adults is a central part of this process. Next, interests begin to play a bigger role in shaping activity choices. Eventually, abilities become more important to the child as a decision making factor. It is important during the growth period that we encourage children not to narrow their options too quickly, but rather to explore a wide variety of choices and possibilities. This is also a formative period during which to break down tradition-bound stereotypes about gender roles and to widen the concept of appropriate career choices. (Why shouldn't a boy enter nursing or family studies, and why shouldn't a girl enroll in engineering or nuclear physics?)

The exploration stage

Things shift dramatically during the 15-25 year-old period, or the exploration stage. During this part of life, career development moves on to:

• recognizing and accepting the need to make career decisions
• crystallizing a career self-concept (connecting interests and abilities with career opportunities)
• identifying appropriate fields and levels of work
• undertaking the necessary preparation to gain entry into the career of choice.

The exploration phase, Super tells us, has three substages. The ages attached to these are approximate guidelines only, and may vary widely depending on the economic and social climate of the times and on individual characteristics and circumstances. They look like this:


The tentative stage (ages 15 to 17) involves getting to know one's needs, interests, capacities, values, and opportunities. Role play, discussion, course work, and early work and volunteer experiences help to clarify these elements. On this basis, the teen begins to identify appropriate fields and levels of work. Job shadowing and career interviewing may help the teen to expand the information base s/he has to work with.

The transition stage (ages 18 to 21) sees the teen becoming more specific about his/her options and more attentive to the reality factors. Formal education and job experience sharpen the picture of the fit between occupational goals and self-concept. Volunteer work, practicum placements, and co-op work/study programs (alternating study terms and work placement terms) may be of particular value at this point.

The trial stage (ages 22 to 25) involves trying out occupational choices as potential life's work. In the current economic climate, it can be difficult for young people to secure work that will allow a genuine exploration or testing of self-concept. Skill-building, experience, and self-assessment can also be fostered through student leadership, continuing education, self-directed learning, volunteer work, mentoring, entrepreneurship, and community and political action.

Career development in rapidly changing times

Traditionally, the trial phase was understood to lay the groundwork for establishment and advancement in a given career area. In today's workplace, it is more likely that trial, establishment and advancement will be ongoing and recurrent cycles as the young adult moves from project to project and/or through a succession of related or unrelated careers. We need to let go of the picture of career progression as a vertical ladder, and replace it with one of a road map of potential lateral moves. Because employment settings may change frequently, it is doubly important to develop one's own internalized sense of meaning and progress with respect to career development. This means learning to value what is gained from experience, and learning to think of it in terms of acquisition of transferable skills, which can be reconfigured in various ways to meet the needs of a continuously evolving workplace. This approach also gives us the flexibility to think in terms of jobs and organizations which are only now on the threshold of development, rather than trying to slot our possibilities into an occupational framework that is rapidly being replaced.

Having goals

The clearer a student's career goals become, the more fully s/he can commit to formal study as a crucial part of the career preparation process. Without this focus on desired outcomes, it can be difficult to remain committed to school and postsecondary study. In our consumer society, the media exert a lot of pressure on teens to look for immediate gratification. What they hear about the job market can be discouraging, and leave them wondering whether more education is really worth it. Without encouragement and a sense of purpose, they may find it hard to take the long-term view. We have to help them see the process as one of expanding their options and building greater adaptability. We can also help them to see themselves as taking charge of their lives and not waiting passively for circumstances to improve. In a tight job market, it's easy to be led into picking a career because it seems to be a growth area. But that only works if it's also something we love to do. Ultimately, it's when we follow our strongest interests that we're more likely to remain committed. And if we're really committed, we'll find or create a way to make our skills marketable.

Flexibility

Remembering the forecast of multiple careers in a lifetime, it makes sense, in preparing for the world of work, to take the broad view rather than the narrow one. Thinking in terms of families of careers is a sensible way to approach a climate of such rapid change. By looking at related fields of work and varying levels within them, teens can give themselves more room to explore and shift as circumstances require. Nor should they be afraid to change the road they're following if they find that it's leading them in a direction that doesn't feel right for them. False starts aren't something to be ashamed of. Instead, we need to view them as experience and insights gained.

Friends, peer pressure, and competing demands

Every teen feels some pull to keep key friendships intact as school and career choices begin to carve more distinctive paths. For girls, the need to be close to other people is often a strong one, and may sometimes be in conflict with achievement needs. Girls may sometimes downplay their academic abilities in order to fit in; they may be concerned that high marks will set them apart, and make them less attractive to boys. There is also potential for conflict between a long-term relationship and an educational or career goal. Teens need support in coping with such conflicts---and to understand that they will persist throughout adult life, as they struggle to balance the demands of competing roles: leisure interests, employment, relationships, family roles, and volunteer and community participation.

C. What you can do to help: the coaching role

"Stop stereotyping...Bestow some dignity...Send 'I believe in you' signals...Point the way...Lead the way...Get out of the way."
(Reginald Bibby and Donald Posterski in Teen Trends: A Nation in Motion)

What you do as a parent can smooth the way.

Times aren't smooth, and you want to help your teen weather them successfully---avoiding setbacks, discouragement, and self-doubt, securing meaningful and gainful employment, and achieving a healthy, realistic self-concept. You may be feeling uncertain about your own employment, and wondering how you can possibly help your teen when you don't have all the answers yourself. No one expects you to have it all solved. Instead, perhaps you can learn together as you go along. It's an important journey for both of you, and one that's less frightening when it's shared. You can also bring other people into the process to share their perspectives----role models and career changers whom your teen respects and admires.

Be supportive, but not directive.
Ask questions to encourage your teen's independent thinking.
Help your teens reach their own conclusions.
Remember that this decision should be theirs---not yours.
Take some of the pressure off by reminding them that this isn't a once-only process, but a recurrent one.

Remember how important it is to have a dream.
Be positive. Support your teens' dreams.
Encourage your teens to follow their hearts.
Help your teens to set goals.
Encourage flexibility, resourcefulness, and a positive outlook.
Help your teens find realistic ways of making their dreams workable with the current employment market.

Help your teen explore all the options.
Encourage them to be creative in generating possibilities.
Help your teens brainstorm ways of building on their interests.
Remember that some jobs of the future don't exist yet---and some currently existing ones will disappear.
Encourage them to try on different roles to see what fits best.

Remember that career paths aren't straight lines.
Help your teens understand that the connection between study and work isn't as simple or linear as we tend to think.
Share some of the uncertainties, discoveries and insights that you experienced in starting work and/or in changing jobs; explore how their experiences may resemble or differ from yours.
Suggest other people to talk to.
Remember that there isn't just one right answer.

Plan for a changing world.
Bear in mind that people, their personal circumstances, and the world of work keep changing.
Approach change as exciting and challenging, not frightening.
Help your son/daughter to develop resilience.
Encourage a positive self-concept.



D. Helping your teen to choose an educational route

Links between learning and earning

In today's workplace, most jobs require some form of apprenticeship, training, or education beyond high school completion. Employers are placing more and more weight on formal credentials when hiring---and usually with good reason. In addition to specific work-related skills, postsecondary education also helps to develop problem-solving and interpersonal skills that are important to workplace productivity and flexibility. Some fields of work also expect continuing education throughout one's employment as a means of keeping skills and knowledge current.

Sometimes teens develop unrealistic ideas about the relationship between getting an education and embarking upon a career. The adolescent who is thinking about earning a living as an athlete or entertainer or auto mechanic may consider postsecondary preparation irrelevant. So may a son or daughter who is intent on running his or her own business or going into the family business. But in any of these cases, it would be naive to dismiss the need for additional learning. Education will help you to do a job better. And in an economy where most of us will be career changers throughout our working lives, it will make us better able to adapt and move on to new challenges.

Enjoying work is important---and that's just as true of career preparation. The field of study you choose and the type of training or education that you select need to be right for you. Often family and peer expectations---and feedback from teachers and counsellors---influence our children's choices. We need to be sensitive to this, and to take care to ensure that our teens are following their dreams and not ours or someone else's.

This thing we call intelligence...

The public school system tends to develop and reward literacy and numeracy, and higher levels of performance that spring from these two central skills. But as the research of Howard Gardner tells us, intelligence can take many different forms, many of which are overlooked or undervalued in formal schooling. Gardner writes of "multiple intelligences", of which seven are identified: musical (appreciating and making music), bodily-kinaesthetic (athletic performance, gymnastic skill, dance and choreography), logical-mathematical (analytical, logical, mathematical, scientific, and problem solving), linguistic (listening, speaking, reading, and writing), spatial (navigating, understanding maps, picturing things from different angles, and creating and appreciating visual expression), intrapersonal (emotions, self-insight, and understanding one's emotions) and interpersonal (being able to read others' behaviour and to understand others' moods, motives, and intentions). So as parents, we need to keep a sharp eye out for abilities and interests that may be getting short shrift in the school system, and to find alternative ways of cultivating them.

Daniel Goleman of Harvard writes about the crucial role of personal and social competence----and invites us to focus greater attention on what he refers to as "emotional intelligence". Self-insight, determination and persistence, self-direction and self-motivation, skills in interacting with others, and the capacity to cope with our emotions are all part of this skill set---and are not necessarily developed by the formal curriculum. Goleman argues persuasively that without these skills, neither the individual nor the society will flourish or achieve full potential.

Educational routes

There's a whole range of possibilities for continuing the learning process, and it's important for your teens not to close in too quickly on a route they want to follow. It's one of life's first major decisions, and not one to be treated lightly. By the same token, it isn't an irreversible decision, and if your teen try a route that proves to be an uncomfortable fit, you'll need to be able to reassure them that it's possible to make a fresh start.

* Apprenticeship training and on-the- job training

Sometimes because of its informality, on-the-job training isn't thought of as further education---yet it is. Many trades---welding, for example---are learned this way. Tests, can be taken at various intervals to demonstrate mastery of new techniques, or to earn formal qualifications for related fields of work. Apprenticeship programs are often run by provincial departments of advanced education. Information about these programs can be obtained by contacting the provincial government.

* Colleges and trade schools

These institutions offer two- to three-year programs which blend hands-on-learning and classroom study. If your teens find satisfaction in very practical application of learning, then this route may be an ideal one for them.

* Universities

Universities can confer undergraduate certificates, diplomas, and bachelor's degrees; professional degrees; and graduate degrees at the masters and doctoral levels. Some university programs are profession-specific, and others are more open-ended. Here the emphasis is on broadening the students' horizons and developing their capacity for independent thinking and problem-solving, as well are making them more employable.

Coping with the demands of further education

Motivation, organization, and learning to learn are three of the key factors that help to ensure the success of students.

Motivation

The need to be motivated points to the importance of pursuing a field of study in which there is genuine interest. If a student has a sincere desire to achieve a particular educational goal, then many obstacles can be overcome.

Organization

Being organized means being able to break tasks down into their component parts and sequence them appropriately, knowing what resources will be needed and how to obtain them, juggling multiple demands, and managing time, energy, and stress effectively and realistically. Clearly, these skills, once mastered, transfer very positively to the workplace!

Learning to learn

Many postsecondary educational institutions assume that developing mature learning skills is the learner's responsibility; as a result, they tend to focus much more heavily on content mastery than on the learning process itself. Yet developing effective learning strategies is the key to successful lifelong learning.
What are some of the competencies that we're referring to when we speak of "learning to learn"?

• being clear about what you want to learn (and how you want to be able to apply it)
• setting achievable learning goals
• identifying and accessing an appropriate range of learning resources and experiences
• recognizing both teachers and peers as resources and guides for learning
• developing the capacities to reflect, analyse, and synthesize (critical & creative thinking)
• cultivating initiative and self-direction
• developing skills for effective learning in collaborative or team settings
• recognizing and dealing with blocks or barriers to learning
• sustaining personal motivation
• recognizing transition points in the learning process
• integrating new and prior learning
• revising your ways of thinking, feeling, and behaving in accordance with new learning
• monitoring and assessing your own progress
• documenting and communicating what you have learned

Getting off to the right start

Studies show that the first six weeks of a program are crucial to its successful completion. Students who feels comfortable, happy, motivated, organized, and reasonably accepted and supported during these first few vital weeks have a much greater likelihood of achieving their goals. Encourage your teens to select carefully where and what they will study, and do everything that you can to help them adjust smoothly and participate fully and enthusiastically.

"The edge of adolescence has been identified as a time of heightened psychological risk for girls. Girls at this time have been observed to lose their vitality, their resilience, their immunity to depression, their sense of themselves and their character...For girls coming of age in this culture at this time, adolescence marks a potential point of departure from life experience... Girls risk losing touch with the specific:---with their bodies, with their feelings, with their relationships, with their experience."
(Carol Gilligan and Lyn Mikel Brown in Meeting at the Crossroads: Women's Psychology and Girls' Development)

Seeing the picture more clearly

Girls and women often show compassion, empathy, and insight with respect to other people, and indeed these are valuable strengths that they bring to classroom, home, community, and workplace. But census data remind us that women aren't defined in terms of their relationships. The average woman who marries and has children will spend 12% or less of her life as a full-time mother, will live 60% or more of her life without dependent children, and will spend 13% or more of her life without a partner. Clearly, then, it is important to raise our daughters to be self-sufficient, and to encourage them to develop their own separate identities and goals.

Today's women are better educated than ever before. Women represent over half of the student population in Canada's universities and community colleges. One third of all Canadian small businesses are owned by women, and women open up successful new businesses at three times the rate that men do.

In our society, all adults experience the time crunch to some degree: struggling to find enough hours in the day for all that we are expected to do. Blending work, family, community involvement, lifelong learning, and personal growth and development represents a delicate balancing act. This is especially true for women, whose role in family life tend to be both intense and central. The "second shift" is not a myth: household chores add another 23 hours per week to the average working woman's workload (compared with 14 hours per week for her male counterpart). When a family member is in need of medical attention, it is usually a woman who shoulders this responsibility. Primary care for the elderly, disabled or ill falls to 60% of women (compared with 26% of men). Family demands are more likely to influence the patterns of a woman's workplace participation, and it is not uncommon for women to experience discontinuity and heightened stress within their working lives as a result of role conflict. With women making up 45% of the Canadian work force in 1991, this is not a negligible concern. Although there can remain little doubt as to the need for change, we still have a long way to go in order to establish adequate levels of child care and elder care, to achieve more flexible working hours, and to create workplaces more supportive of family, community, and lifelong learning responsibilities.

Sadly, there are other very sobering trends of which we need to be aware. Some form of sexual harassment will be experienced on campus by about half of all female university students, and in the workplace by about a third of all working women. Some incidence of violence will be encountered by half of all Canadian women after they have reached the age of sixteen. Poverty is more prevalent among women---with 82% of all single parent families headed by women, and 70% of the elderly poor being female. For each dollar earned by men, women earn only 72 cents.

Good-bye, Cinderella

"Women are disadvantaged personally due to socialized differences in career aspirations, personality traits, skills and education, and nonwork responsibilities. Women are disadvantaged interpersonally due to gender stereotypes and interpersonal perceptions, and lack of mentors, networks, and subordinate support. Organizationally, women are disadvantaged by recruitment and selection practices, performance appraisal, training, and tracking. Thus, gender differences in power that we see in the labour force reflect gender differences in access to a variety of resources for power."
(Susan Basow in Gender:Stereotypes and Roles)

Overcoming obstacles is part of being human, and helps us to grow. But we can't kid ourselves. In making career choices and trying to achieve financial independence, girls still face a different struggle than their brothers and male classmates do. Some of the roadblocks are subtle ones, and some not so subtle. We need to understand the barriers if we are going to be able to help our daughters find the strength within themselves to create the lives they wish to have.

Gender roles and expectations

"One of the causes [of the drop-off in girls' school performance] is a subtle message that brains and femininity are incompatible."
(Dr. Monique Frize, "Reflections on the Engineering Profession")

We are constantly bombarded by media messages promoting the ideal woman as tall, slim, young, beautiful, and well-liked. From time to time, this two-dimensional ideal will have a job or career, but more often than not she is shown as successful because of her great beauty and her ability to mesmerize the men around her rather than because of her abilities, insights, intelligence, and leadership.

In adolescence, attractiveness is a great preoccupation. Girls are encouraged to feel the need to be liked and admired, and this tends to outweigh their need to achieve. As a consequence, they often downplay their academic strengths in the belief that intelligence may make them less appealing.

"In early adolescence, studies show that girls' IQ scores drop and their math and science scores plummet. They lose their resiliency and optimism and become less curious and inclined to take risks. They lose their assertive, energetic, and 'tomboyish' personalities, and become more deferential, self-critical and depressed. They report great unhappiness with their own bodies. . . Adolescence is a time when girls experience social pressure to put aside their authentic selves and to display only a small portion of their gifts. This pressure disorients and depresses most girls."
(Mary Pipher, Reviving Ophelia: Saving the Selves of Adolescent Girls.)

There's more to this than just media or peer influences. Significant adults also shape the way adolescents see themselves. Research on "Sex-Related Differences in Mathematics Participation and Achievement" cited in a 1983 study by the Toronto Board of Education reveals a telling picture. The ideal female student is characterized as appreciative, considerate, mannerly, efficient, obliging, calm, cooperative, poised, thorough, conscientious, dependable, mature, and sensitive. The ideal male student, on the other hand, is thought of as active, assertive, adventurous, frank, curious, independent, inventive, aggressive, energetic, and enterprising. Is it any wonder that girls draw back into their shells and hold back from exploring the world? In many ways, we unconsciously reward them for doing just that.

We need to value our daughters' strengths and encourage them to do the same, without apology or deference. We need to help them see themselves as worthwhile, unique, and interesting human beings, and to help them embrace the possibilities of ongoing growth, development, and ambition.

Laying math phobia to rest

"A 'math filter' seems to operate within the socialization process to teach girls that they are not supposed to like or to do well in math, but even among young women who have not been filtered out of math courses by their parents and teachers, many do not aspire to careers in math or science even when they are mathematically talented. . . The few who do aspire to math and science careers...have higher overall levels of achievement motivation and self-esteem."
(Barbara Schneider-Fuhrmann, Adolescence, Adolescents)

Communication and interpersonal skills, math, science, and computer literacy are all building blocks for daily adult functioning. Young people who lack these skills, or who think of themselves as weak in these areas, may severely limit their career options. Girls are at greater risk than boys of feeling uncomfortable with math, and in fact their performance in math frequently declines at the onset of adolescence. The sources of this are often a dwindling confidence in their ability and the weight of others' perceptions of them.

According to interviews with adolescent girls undertaken by Canadian writer Myrna Kotash and reported in her book, No Kidding: Inside the World of Teenage Girls, math and science avoidance has many underlying causes:

• girls have fewer role models
• boys don't like girls who beat them at "their' subjects
• girls don't see what value the sciences have for them
• sciences and math are seen as "cold" and "theoretical"
• girls prefer people-oriented subjects
• girls can't imagine themselves being able to do some- thing difficult
• math and science are unimportant in terms of how girls see themselves (This is reinforced by the media and even by school textbooks.)
• math and science-oriented toys, games, and play tend to be designed with boys rather than girls in mind. (Computer and Nintendo games bear out this idea.)

Both parents and teachers need to guard against negative stereotypes that suggest girls are weak in math, and instead to help foster their comfort level and practical skills in numerical, spatial, logical, and problem-solving tasks. It is also important not to convey the impression that problem- solving methods are necessarily easy or straightforward. Too often in our time-pressured society, we are so focused on achieving results that we don't allow ourselves or our children room to learn by experimenting, making errors, reflecting, correcting, and trying again.

"When boys have trouble with a math problem, they are more likely to think the problem is hard but stay with it. When girls have trouble, they think they are stupid and tend to give up. . . Girls need to be encouraged to persevere in the face of difficulty, to calm down and believe in themselves. They need permission to take their time and to make many mistakes before solving the problem. They need to learn relaxation skills to deal with the math anxiety so many experience."
(Mary Pipher, Reviving Ophelia: Saving the Selves of Adolescent Girls)

A balanced perspective

At the same time, we need to encourage girls to value areas in which their socialization may tend to provide them with advantages. Some of these strengths may (or may not) include skills such as reading others' moods, understanding the reasons for people's behaviour, attention to detail, and an ability to organize. Ultimately, if we can help our children to see a wide range of skills and abilities as valuable and worth cultivating, then we can help them to reach their full potential.

Gender role stereotyping in career selection

"It should be noted that the reasons women are employed are virtually identical to the reasons men are employed: economic necessity, work as part of their identity, a desire for achievement, and the satisfaction of meaningful, rewarded activity."
(Susan Basow in Gender: Stereotypes and Roles)

Incredibly, in spite of increasing female participation in the workforce, pervasive social messages still suggest that women's primary responsibility is in the home, that women are less committed to their careers than men are, and that women belong in the "softer" and lower paid fields of employment. Unless systematically counteracted, such attitudes place unnecessary limitations on young women's career choices.

"Choosing traditionally feminine occupations apparently creates considerable confusion for women because their choices are generally not consistent with their personality types."
(Barbara Schneider Fuhrmann, Adolescence, Adolescents)

If we hear ourselves or other adults trying to direct our daughters away from certain careers, we should examine the underlying values and assumptions that are giving rise to this advice. Is it being done in order to protect them from what is perceived as difficult, dirty, or dangerous work? We have to ask ourselves whether, in the same circumstances, a boy would be given similar advice. Whether our children are daughters or sons, we should be willing to support whatever career choices they may wish to make, including goals that we may perceive as unconventional or non-traditional. In our efforts to protect our children, particularly if they are female, we may inadvertently be steering them away from fields of work in which they could find rewarding, satisfying, and gainful employment. If we want our children to be happy, fully functioning adults, then we need to take all possible precautions to ensure that their career choices are based on their aptitudes, values, interests, and personalities, and that they are not constrained by artificial social pressures.

Role models

"Our sisters, mothers and great great grandmothers have made significant contributions, but sadly, the history books have often overlooked their achievements."
(Beth Bohnert, Canadian Women: Risktakers and Changemakers)

All of us benefit from positive role models. The strengths and achievements of key individuals give us courage to follow our dreams. With the pressures they will encounter, and with their strong desire for relationship, our daughters are particularly in need of such figures in their lives. Ensuring that your daughter recognizes the many female role models around her is an important starting point. Begin at home, and expand outward, taking care to identify and celebrate positive examples. Encouraging our daughters to learn more about such people---both within our range of personal acquaintances and in the wider arenas of our own and other cultures---can help to extend their horizons.

Helping your daughter to find her way

• Encourage her to plan to achieve economic independence.
• Reinforce the idea that femininity and intelligence can go together, and that she doesn't need to sacrifice one for the other.
• Help her to approach relationships as equal--- not dependent---partners.
• Help her think about juggling multiple roles.
• Ensure that she has access to good role models.
• Encourage and support career exploration.
• Make it clear that mistakes aren't something to be ashamed of, and that they are valuable opportunities to learn and grow.
• Help your daughter to think of herself as capable and competent.
• Encourage her to choose a partner as carefully as a career: much of her future happiness resides in making such choices wisely.

Resources listed here include books, magazines, videos, programs, an d information sources. They are grouped thematically following the same overall structure as this guidebook, with a special section devoted to resources for teens.

It's a new world out there
BOOKS:

Bibby, Reginald W. and Posterski, Donald C. (1992). Teen Trends: A Nation in Motion. Toronto: Stoddart.

Bolles, Richard. (1981). The Three Boxes of Life and How to Get Out of Them: An Introduction to Life/Work Planning. Berkeley, CA: Ten Speed Press.

Cote, James E. and Allahar, Anton L.. (1994). Generation on Hold: Coming of Age in the Late Twentieth Century. Toronto: Stoddart Publishing.

Foot, David K. and Stoffman, Daniel. (1996). Boom, Bust & Echo: How to Profit from the Coming Demographic Shift. Toronto: Macfarlane Walter & Ross.

Franklin, Ursula. (1992) The Real World of Technology. Massey Lecture Series. Toronto: House of Anovei.

Kegan, Robert. (1994). In Over Our Heads: The Mental Demands of Modern Life. Cambridge, MA: Harvard University Press.

Sheehy, Gail. (1995). New Passages: Mapping Your Life Across Time. Toronto. Random House. (See in particular Part One: "Whatever Happened to the Life Cycle? Mapping Lives Across Time" )

Personal life
BOOKS:

Bateson, Mary Catherine. (1989). Composing a Life. New York: Plume.

Bepko, Claudia and Krestan, Jo-Ann. (1993). Singing at the Top of Our Lungs: Women, Love and Creativity. New York: Harper Collins.

Brown, Lyn Mikel and Gilligan, Carol. (1992). Meeting at the Crossroads: Women's Psychology and Girls' Development. Cambridge, MA: Harvard University Press.

Caplan, Paula and Caplan, Jeremy. (1994). Thinking Critically About Research on Sex and Gender. New York: Harper Collins.

Cranton, Patricia. (1993). Understanding and Encouraging Transformative Learning. San Francisco: Jossey-Bass.

Debold, Elizabeth, Wilson, Marie, and Malave, Idelisse. (1994). Mother Daughter Revolution: From Good Girls to Great Women. New York: Bantam Books.

Elkind, David (1994). Ties That Stress: The New Family Imbalance. Cambridge, MA: Harvard University Press.

Gilligan, Carol. (1982). In a Different Voice: Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press.

Houston, Victoria. (1990). Making It Work: Finding the Time and Energy for Your Career, Marriage, Children, and Self. Chicago: Contemporary Books.

Kroeger, Otto and Thuesen, Janet M. (1988). Type Talk: The 16 Personality Types That Determine How We Live, Love, and Work. New York: Delta

Merriam, Sharan B. and Clark, M. Carolyn. (1991). Lifelines: Patterns of Work, Love and Learning in Adulthood. San Francisco: Jossey-Bass

Orenstein, Peggy. (1994). Young Women, Self-Esteem, and the Confidence Gap. New York: Doubleday

Pipher, Mary. (1996). The Shelter of Each Other: Rebuilding our Families. New York: Grosset/Putnam

Rechtschaffen, Stephan. (1996). Timeshifting: Creating More Time for Your Life. New York: Doubleday.

Schoen, Elin (1995). Growing with Your Child: Reflections on Parent Development. New York: Doubleday.

Steinem, Gloria . (1993). Revolution from Within: A Book of Self-Esteem. Boston: Little Brown and Company.

Tannen, Deborah. (1986). That's Not What I Meant! How Conversational Style Makes or Breaks Relationships. New York: Ballantine.

Tannen, Deborah. (1990). You Just Don't Understand: Women and Men in Conversation. New York: Ballantine.

Tavris, Carol. (1992). The Mismeasure of Woman: Why Women Are Not the Better Sex, the Inferior Sex, or the Opposite Sex. New York: Simon and Schuster.

Viorst, Judith. (1986). Necessary Losses: The Loves, Illusions, Dependencies and Impossible Expectations That All of Us Have to Give Up in Order to Grow. New York: Fawcett Gold Medal.

Walsh, Elsa. (1995). Divided Lives: The Public and Private Struggles of Three American Women. New York: Anchor Doubleday.

MAGAZINES:

Girls' Life. Avalon Hill Subscription Office, 4517 Harford Road, Suite 6796, Baltimore, MD, US 21214-9989

New Moon: The Magazine for Girls and Their Dreams. P.O. Box 3587, Duluth, MN, US 55803-3587 (218) 728-5507

Reluctant Heroes

ASSESSMENT MATERIALS AND INTERPRETATION SERVICES

Personal Enhancement Through Type
Box 1204, 621 Discovery Street
Victoria, B.C. V8W 2T6
Phone: (604) 384-7860
Toll-free: 1-800-665-9905

Provide tools for personality type self-assessment (a more subtle and growth-oriented version of the Myers-Briggs typology). Also maintain an up-to-date listing of certified trainers.

The world of work
BOOKS:

Albert, Susan Wittig. (1992). Work of Her Own: A Woman's Guide to Success Off the Career Track. New York: Jeremy P. Tarcher/ Putnam.

Beck, Nuala. (1992). Shifting Gears: Thriving in the New Economy. New York: Harper Collins.

Beck, Nuala. (1995). Excelerate: Growing in the New Economy. New York: Harper Collins.

Betz, Nancy and Fitzgerald, Louise. (1987). The Career Psychology of Women.

Boldt, Laurence G. (1991). Zen and the Art of Making a Living: A Practical Guide to Creative Career Design. New York: Penguin Arkana.

Bolles, Richard. (1995). The 1995 What Colour Is Your Parachute? A Practical Manual for Job-Hunters and Career-Changers. Berkeley, CA: Ten Speed Press.

Bridges, William. (1994). JobShift: How to Prosper in a Workplace Without Jobs. Reading, MA: Addison-Wesley.

Campbell, Colin. (1994) . Where the Jobs Are: Career Survival for Canadians in the New Global Economy. Toronto: Macfarlane, Walter & Ross.

Canadian Occupational Projection System (COPS). (1990). Job Futures: Occupational Outlooks, Volumes 1 and 2. Toronto: Thompson Educational Publishing.

Carr-Ruffino, Norma. (1993). The Promotable Woman: Advancing Through Leadership Skills (2nd edition). Belmont, CA: Wadsworth Publishing.

Carter, Jaine and Carter, James (1995). He Works, She Works: Successful Strategies for Working Couples. New York: American Management Association.

Cooper, Ann McGee. (1990). You Don't Have to Go Home from Work Exhausted. Dallas: Bowen & Rogers.

Dent, Harry S. 1995). The Great Jobs Ahead: Your Comprehensive Guide to Surviving and Prospering in the Coming Work Revolution. New York: Hyperion.

Easto, Larry. (1995). How to Succeed in Your Home Business. Toronto: Doubleday.

Fry, Ron. (1994). 101 Great Answers to the Toughest Interview Questions (2nd edition). Hawthorne, NJ: Career Press.

Gaskell, Jane. (1992). Gender Matters From School to Work. Toronto: OISE Press.

Gelb, Michael and Buzan, Tony. (1994). Lessons from the Art of Juggling: How to Achieve Your Full Potential in Business, Learning, and Life. New York: Harmony Books.

Gilson, Edith and Kane, Susan (1987). Unnecessary Choices: The Hidden Life of the Executive Woman. New York: Paragon House.

Hadley, Joyce. (1995). Where the Jobs Are: The Hottest Careers for the 90's. Hawthorne, NJ: Career Press.

Hegelsen, Sally. (1995). The Female Advantage: Women's Ways of Leadership. New York: Currency Doubleday.

Josefowitz, Natasha. (1985). You're the Boss! A Guide to Managing a Diverse Work Force with Understanding and Effectiveness. New York: Time Warner.

Josefowitz, Natasha. (1980). Paths to Power: A Woman's Guide from First Job to Top Executive. Reading, MA: Addison-Wesley.

O'Hara, Bruce. (1993). Working Harder Isn't Working. Vancouver, BC: New Star Books.

O'Hara, Bruce. (1993). Put Work In Its Place. Vancouver, BC: New Star Books.

Lowstuter, Clyde and Robertson, David. (1995). Network Your Way to Your Next Job...Fast. New York: McGraw-Hill.

Maddox, Rebecca. (1995). Inc. Your Dreams. New York: Viking Press.

Pearson, Carol and Seivert, Sharon. (1995). Magic at Work: Camelot, Creative Leadership, and Everyday Miracles. New York: Currency Doubleday.

Rifkin, Jeremy. (1995). The End of Work. Los Angeles, CA: Tarcher/Putnam.

Sinetar, Marsha. (1987). Do What You Love and the Money Will Come. New York: Dell.

Sinetar, Marsha. (1995). To Build the Life You Want, Create the Work You Love. New York: St. Martin's Press.

Statistics Canada. (Annual). Job Survey, Volumes 1 and 2.

Tieger, Paul D. and Barron-Tieger, Barbara. (1992). Do What You Are: Discover the Perfect Career for You Through the Secrets of Personality Type. Boston: Little, Brown & Co.

Whelen, Shannon. (1993). Career Success: The Canadian Guide. Toronto: Harcourt Brace Jovanovich Canada.

Yate, Martin. (1996). Knock 'Em Dead: The Ultimate Job- Seeker's Handbook (1996 edition). Holbrook, MA: Adams Publishing.

Learning: a lifelong adventure
BOOKS:

Arms, Myron & Denman, David. (1975). Touching the World: Adolescents, Adults and Action Learning. New York: Charles Scribner's Sons.

Armstrong, Thomas. (1993). 7 Kinds of Smart. New York: Penguin Books.

Dodd, Anne Wescott (1992). A Parent's Guide to Innovative Education: Working with Teachers, Schools and Your Children for Real Learning. Chicago: The Noble Press.

Gardner, Howard. (1993). Multiple Intelligences: The Theory in Practice. New York: Harper Collins.

Gatto, John Taylor. (1992). Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. Philadelphia: New Society.

Goleman, Daniel. (1995). Emotional Intelligence. New York: Bantam.

Healy, Jane M. (1990). Endangered Minds: Why Children Don't Think and What We Can Do About It. New York: Simon & Schuster.

Lazear, David. (1994). Seven Pathways of Learning: Teaching Students and Parents About Multiple Intelligences. Tucson: Zephyr Press.

Manning, M. Lee. (1993). Developmentally Appropriate Middle Level Schools. Wheaton, MD: Association for Childhood Education International.

Rich, Dorothy. (1992). Megaskills: In School and In Life---The Best Gift You Can Give Your Child. Boston: Houghton-Mifflin.

Smith, Robert M. and Associates. (1990). Learning to Learn Across the Life Span. San Francisco: Jossey-Bass.

Taylor, Kathleen and Marienau, Catherine. (1995) Learning Environments for Women's Adult Development: Bridges Toward Change. New Directions for Adult and Continuing Education Series, Number 65, Spring 1995. San Francisco: Jossey-Bass.

Tobias, Cynthia Ulrich. (1994). The Way They Learn. Colorado Springs, CO: Focus on the Family. (Zip code: 80995)

Wlodkowski, Raymond, J. and Jaynes, Judith H. (1991). Eager to Learn: Helping Children Become Motivated and Love Learning. San Francisco: Jossey-Bass.


BOOK REVIEWS:

"Notable Children's Trade Books in the Social Studies".
Appears annually in the April May issue of Social Education, or order a single free copy by sending a stamped (3 oz.), self-addressed, 6"X 9" envelope to The Children's Book Council, 568 Broadway, Suite 404, New York, N.Y. 10012.

"Outstanding Science Trade Books for Children".
Appears annually in the March issue of Science and Children, or order a single free copy by sending a stamped (3 oz.), self-addressed, 6"X 9" envelope to The Children's Book Council, 568 Broadway, Suite 404, New York, N.Y. 10012.

Thiessen, Diane and Matthias, Margaret. (1993). The Wonderful World of Mathematics: A Critically Annotated List of Children's Books in Mathematics. National Council of Teachers of Mathematics.


Career development as part of growing up
BOOKS:

Bireley, Marlene and Genshaft, Judy. (1991). The Gifted Adolescent: Educational, Developmental, and Multicultural Issues. New York: Teachers College Press.

Kostash, Myrna. (1989). No Kidding: Inside the World of Teenage Girls. Toronto: McClelland and Stewart.

Schneider Fuhrmann, Barbara. (1986). Adolescence, Adolescents. Boston: Little Brown & Company.

Super, D.E. (1980). "A Life-Span Life-Space Approach to Career Development". In the Journal of Vocational Behaviour, vol. 16, no.3, pages 282-298.

RESOURCES:

Instructional Resources, Provincial Department of Education, P.O. Box 6000, Fredericton, N.B. E3B 5H1. Phone: (506) 453-2319 or 453-2246 Fax: (506) 453-7974

Career Counselling Centre, Room 19, Alumni Memorial Building, University of New Brunswick, P.O. Box 4400 Fredericton, N.B. E3B 5A3 Phone: (506) 453-4820

Transition to Employment Program, UNB Neville Homestead, University of New Brunswick, P.O. Box 4400, Fredericton, N.B. E3B 5A3 Phone: (506) 453-4684

Coping with Further Education
BOOKS:

Borins, Sara. (1994). The Real Guide to Canadian Universities. Toronto: Key Porter Books.

Fry, Ron. (1994). How to Study (3rd edition). Hawthorne, NJ: Career Press.

Hoffmann-Neminoff, Greta. (1994). Transitions: Succeeding in College and University. Toronto: Harcourt, Brace & Co.

Hubbuch, Susan M. (1992). Writing Research Papers Across the Curriculum (3rd edition). Fort Worth: Harcourt Brace College Publishers.

McIlroy, John and Jones, Bill. (1993) Going to University: The Student Guide. Manchester University Press. (Published in Canada by St. Martins Press.)

Park, Walter. (1993). How to Study in University (5th edition). Toronto: Houghton Mifflin.

Paul, Kevin. (1993). The Complete Guide to Canadian Universities. North Vancouver, BC: Self-Counsel Press.

Yarmoshuk, Lisa and Coy, Christopher. (1993). A World of Difference: Every Student's Guide to Off-Beat Work, Travel and Study Opportunities (3rd edition). Peterborough, Ontario: Broadview Press.

Guiding Your Daughter
BOOKS:

Bohnert, Beth. (1993). Canadian Women: Risktakers and Changemakers. The Women Inventors Project, Suite 302, 1 Greensboro Drive, Etobicoke, Ontario, M9W 1C8.

Elium, Jeanne and Elium, Don. (1994). Raising a Daughter: Parents and the Awakening of a Healthy Woman. Berkeley, CA: Celestial Arts.

May, Elizabeth. (1991). Claiming the Future: The Inspiring Lives of Twelve Canadian Women Scientists and Scholars. The Royal Society of Canada, Ontario: Pembroke Publishers, Ltd.

Pipher, Mary. (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls. New York: Ballantine.


VIDEOS:

Career Encounters: Women in Engineering. WEPAN (Women in Engineering Program Advocates Network) Midwestern Regional Centre, Purdue University, 1284 CIVL Building, Room G293, West Lafayette, Indiana 47907-1284. Tel. (317) 494-5387.

Claire Kuzak's High School Survival Guide. (1992). Association of Professional Engineers of Ontario. Tel: (416) 961-1100.

Engineering: Design Tomorrow's World, Part 1: Engineering Career Video for Junior and Senior High School Students. (1993). Nortel/NSERC Women in Engineering Chair, University of New Brunswick. Available from University Bookstore, University of New Brunswick, P.O. Box 4400, Fredericton, N.B. E3B 5A3

Raising Young Voices. Ministry of Women's Equality, British Columbia. (Available from Instructional Resources, Department of Education, 125 Hilton Road, Fredericton, N.B. and through the New Brunswick public library system. Also available, through the Executive Council Office, Government of New Brunswick, are the following accompanying materials for Raising Young Voices: Transcript, Discussion Guide for Parents, and Discussion Guide for Teachers and Principals.)

What Do Scientists Do? A Series for Intermediate Students on Careers in Science. Produced by LENA Productions for the Society for Canadian Women in Science and Technology and available from Magic Lantern Film Distributors, Ltd. 201-6700 No. 3 Road, Richmond, B.C. V6Y 2C3.

WISE Choices. (1992). WISE (Women in Science and Technology), Newfoundland Chapter, 114 Empire Avenue, St. John's, Newfoundland, A1C 3G2.

PROGRAMS:

Robb, Marnie and Ross, Bev. (1995). Voices and Choices: Hearing Our Daughters, Knowing Ourselves. Ottawa: Human Resources Development Canada.
This workshop is designed for 10-12-year-old girls and their mothers. It explores issues of identity, self- esteem, gender socialization, achievement motivation, and life/career planning. Its goal is to help mothers and daughters to communicate more effectively, and to be a greater source of support and encouragement to one another.
Inquiries about resource materials: 1-800-513-2811
There are now 31 trained New Brunswick Voices/Choices facilitators.
For information, contact:
Marilyn Noble (506) 458-5800
Robin Stanley, (506) 325-2933

Books for teens

Kincher, Jonni. (1990). Psychology for Kids: 40 Fun Tests That Help You Learn About Yourself. Minneapolis: Free Spirit Publishing.

McCoy, Kathy and Wibblesman, Charles. (1986). Growing and Changing: A Handbook for Preteens. New York: Perigee.

Yarmoshuk, Lisa and Coy, Christopher. (1993). A World of Difference: Every Student's Guide to Off-Beat Work, Travel, and Study Opportunities (3rd edition). Peterborough, Ontario: Broadview Press.

Youngs, Bettie. (1988). Achievement, Happiness, Popularity and Success: A Self-Esteem Book for Young People. Phoenix Foundation.

Youngs, Bettie. (1990). Goal Setting Skills for Young Adults. Learning Tools.

Youngs, Bettie. (1986). A Stress Management Guide for Young People. Learning Tools.