Investigating career guidance implementation between historically advantaged and disadvantaged schools

Abstract

This study examined school learner views on career guidance processes and outcomes contrasting historically advantaged and disadvantaged schools in the Free State province, South Africa. The study comprised 430 learners from seven schools located in the Mangaung area (females = 63.9%, black people = 47.4%, mean age = 15.85, SD = 0.77). A survey was completed underscoring career guidance service delivery, personal growth, career path knowledge and subject satisfaction. Multivariate analysis of variance was computed to examine differences in learners’ perception of the career guidance they received, emphasising school type, besides controlling for selected demographic variables. Results indicated that school type statistically significantly influenced career guidance service delivery, personal growth and career path knowledge gained from career guidance, but not subject satisfaction. Moreover, a statistically significant interaction for type of school with gender and race as covariates, and personal confidence and subject satisfaction as dependent variables, emerged.