Holland's Theory in a Post-Modern World: - The Career Center ...

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Holland’s Theory 1849,450 comprised of five ethnic groups in relation to gender, Day and Rounds found a markedlysimilar underlying interest structure. They concluded that the structure of minority vocationalinterests seems to be well represented by Holland’s RIASEC model, and instruments based onsuch theories have validity for diverse groups in the United States. “Furthermore, the commonstructure of vocational interests is theoretically related to McCrae and Costa's (1997) claim ofpersonality structure as a universal. If vocational preferences are indeed manifestations ofpersonality, then the two claims are one” (Day & Rounds, 1998, p. 735). Of course, persons whodiffer greatly from average in any characteristic, i.e., very poor or very rich, very slow or verysmart, a special talent or genetic characteristic, may be outside the range of what the typologyseeks to help us understand or explain (Holland, 1997).Holland-Based AssessmentsStead and Watson (1998) posited that translations of theories and instruments originatingin the U.S. for the use in other cultural settings often do not account for the context in which theywill be used. Not only must findings from research with diverse populations be incorporated, butalso issues pertinent to living in those places must be addressed. Although Holland’s theory andassociated measures have been translated into numerous languages and have shown to be reliabletranslations (e.g., du Toit & de Bruin, 2002; Tracey et al., 1997), some hold they have notaccounted for the culture context in which these measures will be used (e.g., Tang, 2001). Weexamined existing evidence for the applicability of Holland’s measures worldwide, concentratingon what has been found since the meta-analytic study by Rounds and Tracey (1996).In the United States, multicultural research has focused on the applicability of Holland’stheory with different ethnic minorities living within the U.S. The results have been relativelypositive with most studies confirming that Holland’s RIASEC types fit well with individuals of
Holland’s Theory 19different minority groups (Goh, Lee, & Yu, 2004). Additionally, many of the studies applyingHolland-based assessments with individuals outside of U.S. culture have shown support for thecross-cultural measurement of Holland’s theory (Leong et al., 1998).MeasuresSeveral measures utilizing Holland’s theory have been translated into different languagesfor varied cultural groups, namely the Self-Directed Search (SDS; Holland et al., 1994) and theStrong Interest Inventory (SII; Harmon et al., 1994). Other measures of the RIASEC types havealso been utilized or developed with non-U.S. samples (e.g., Career Key, Inventory ofOccupational Preference, Personal Globe Inventory). Many of the assessments when consideredby themselves, demonstrate high internal validity (Leong et al., 1998) as well as high internalconsistency (e.g., Ting & Jones, 2005; du Toit & de Bruin, 2002) when utilized with high schooland college samples.Leong et al. (1998) specified four types of equivalences that cross-cultural psychologists(e.g., Lonner & Ibrahim, 1996) have recommended for examination when evaluating crossculturalmeasures: functional, conceptual, linguistic, and metric equivalence. Functionalequivalence relates to the function that behavior plays across two cultures while conceptualequivalence involves two cultures attaching the same or similar meaning to behavior or concepts.Linguistic equivalence refers to the presence of the same word for an activity, object, orphenomena across two cultures. Metric equivalencies involve the similarities of the psychometricproperties across cultures including that the scale measures the same construct in each culture.Several authors have found that translations of assessments based on Holland’s theorydemonstrated these equivalencies (e.g., Glidden-Tracey & Greenwood, 1997; Goh & Yu, 2001).In the following pages, some of the cross-cultural studies using The Career Key, The Inventory
Page 7 and 8: Holland’s Theory 7exams different
Page 9 and 10: Holland’s Theory 9Two variations
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Page 13 and 14: Holland’s Theory 13Moving to the
Page 15 and 16: Holland’s Theory 15Europe. The RI
Page 17: Holland’s Theory 17In addition to
Page 21 and 22: Holland’s Theory 21The Inventory
Page 23 and 24: Holland’s Theory 23Translations o
Page 25 and 26: Holland’s Theory 25in language or
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Page 29 and 30: Holland’s Theory 29Because these
Page 31 and 32: Holland’s Theory 31and in widely
Page 33 and 34: Holland’s Theory 33Coutinho, M. T
Page 35 and 36: Holland’s Theory 35Hogerheijde, R
Page 37 and 38: Holland’s Theory 37Miller-Tiedema
Page 39 and 40: Holland’s Theory 39Schultheiss, D
Page 41 and 42: Holland’s Theory 41Tuck, B. F., &
Page 43 and 44: Holland’s Theory 43Source Sex N M
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Page 47 and 48: Holland’s Theory 47Table 2 Transl

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