PERCEPTIONS OF USEFULNESS: USING THE HOLLAND CODE THEORY,

MULTIPLE INTELLIGENCES THEORY, AND ROLE MODEL IDENTIFICATION

TO DETERMINE A CAREER NICHE IN THE FASHION INDUSTRY FOR FIRSTQUARTER FASHION STUDENTS

A dissertation submitted to the

Kent State University College and Graduate School
of Education, Health, and Human Services
in partial fulfillment of the requirements
for the degree of Doctor of Philosophy

by
Crystal D. Green
May, 2010

 Copyright by Crystal D. Green 2010

All Rights Reserved

ii

A dissertation written by
Crystal D. Green
B.L.S., Bowling Green State University of Ohio, 1991
M.A., The University of Akron of Ohio, 1998
Ed.S., Kent State University of Ohio, 2001
Ph.D., Kent State University of Ohio, 2010

Approved by

________________________________ , Co-director, Doctoral Dissertation Committee

Alexa L. Sandmann, Ed.D.
________________________________ , Co-director, Doctoral Dissertation Committee
Steven Turner, Ph.D.
________________________________ , Member, Doctoral Dissertation Committee
Catherine Leslie, Ph.D.
Accepted by
________________________________ , Director, School of Teaching and Curriculum
Alexa L. Sandmann, Ed.D
Studies
________________________________ , Dean, College and Graduate School of
Daniel Mahoney
Education, Health and Human Services
iii

GREEN, D. CRYSTAL, PhD., May 2010

TEACHING, LEADERSHIP
AND CURRICULUM STUDIES

PERCEPTIONS OF USEFULNESS: USING THE HOLLAND CODE

THEORY, MULTIPLE INTELLIGENCES THEORY, AND ROLE MODEL
IDENTIFICATION TO DETERMINE A CAREER NICHE IN THE FASHION
INDUSTRY FOR FIRST-QUARTER FASHION STUDENTS (217 pp.)
Co-Directors of Dissertation: Alexa Sandmann, Ed.D
Steven Turner, Ph.D
This action research study investigated the perceptions that student participants
had on the development of a career exploration model and a career exploration project.
The Holland code theory was the primary assessment used for this research study, in
addition to the Multiple Intelligences theory and the identification of a role model for the
purpose of identifying a career niche in the fashion industry. Twelve student participants
took part in this research study as they researched and collaborated in groups and
individually to understand the various careers in the fashion industry and how some of
those careers can provide a congruent working environment based on their Holland codes
and their personality, skills, and interests.
The student participants were first quarter-fashion students at The Art Institute of
Charlotte in North Carolina and they presented their findings in class, for both the career
exploration project the career exploration model which included an optional individual
consultation. The presentation for the career exploration model was titled a Dream Job
and student participants also had an opportunity to select their favorite book or magazine
and favorite television program as a means of connecting or confirming their career
niche. A semantic differential survey was used to assist in determining participants

perception of usefulness for this career exploration model. Overall student participants
found the career exploration model useful, all student participants (100%) were able to
select careers which reflected their Holland code, all student participants (100%) were
able to make a connection with their MI strength(s), all student participants (100%)
selected dream jobs which reflected their personalities, skills, and interests, 75% of the
student participants were able to make a connection with their role model, finally there
was a measurable awareness of various positions in the fashion industry after the career
exploration project and based on the post-career test results, student participants
identified an average of 14.4 more fashion careers indicating a 332% increase.

ACKNOWLEDGMENTS
First, I give thanks to God. There were a few occasions when I did not think I
would complete this research project, but through Him ALL things are possible.
Next, my deepest and sincerest gratitude goes to all who supported me through
this long journey. To my committee members, thank you for your constant support,
especially to co-advisor Dr. Sandmann for your guidance, encouragement and the endless
hours that you devoted to this project, reading and re-reading my dissertation. To coadvisor Dr. Turner, thank you for simplifying all the complicated intricacies of the
dissertation process, and to Dr. Leslie, thank you for your guidance in the area of fashion
academia.
Special thanks to Dr. Savickas, my career advising professor, and Dr. Shearer my
MI professor; without the two of you, I would not have developed this career exploration
model. To my students who participated in this study, thank you for your candor and
dedication. I would also like to thank my peer reviewer and friend Dr. Tricia Hillard for
your constant support and encouragement.
To my mother Carolyn Green and sister Carla Garrett, thank you so much for
standing by me all these years through my educational journey. And thank you dear
friend Kevin Smith who has always been there when I needed you and to future
Dr. Tameka Ellington who has gone through this wonderful journey with me. I hope
we walk across the stage together dear friend.

iv

This dissertation is dedicated to the loving memory of my grandmother Thelma

Calhoun and my father Cornell Green who both instilled in me the importance of
obtaining a higher education and also to Dr. John Holland who developed the primary
theory used in this research study and finally to Dr. Elizabeth Rhodes, who hired me at
The School of Fashion Design and Merchandising at Kent State University. Her tireless
effort and commitment to excellence will always live on.

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS ................................................................................................. iv
LIST OF TABLES ............................................................................................................. ix
CHAPTER
I INTRODUCTION ......................................................................................................1
Statement of the Problem ........................................................................................2
Purpose of the Study ...............................................................................................3
Research Questions .................................................................................................4
Defined Terms ........................................................................................................5
Career Exploration Suggestions..............................................................................8
II REVIEW OF LITERATURE ...................................................................................15
Career Advisors in Fashion...................................................................................15
Retailing ...........................................................................................................15
Career Exploration ...........................................................................................17
Future Direction of the Fashion Industry...............................................................20
Fibers and Fabrics ............................................................................................20
Design ..............................................................................................................21
Production ........................................................................................................22
Retailing ...........................................................................................................22
Hollands Theory ..................................................................................................26
Hollands Theory Studies .....................................................................................29
Gardners Theory of Multiple Intelligences .........................................................39
Multiple Intelligences Career Studies ...................................................................41
Other Significant Studies in Multiple Intelligences ..............................................46
Holland Theory and Gardners MI Theory Compared .........................................51
Role Model Studies...............................................................................................54
III RESEARCH METHODOLOGY .............................................................................62
Introduction ...........................................................................................................62
Research Questions ...............................................................................................62
Methodology .........................................................................................................63
Validity and Reliability .............................................................................64
Background/Pilots.................................................................................................70
Site ........................................................................................................................71
Setting ...................................................................................................................72
vi

The Course .......................................................................................................72

Timeline of Study ............................................................................................72
Sample ..................................................................................................................84
Data Collection and Procedures ............................................................................87
Data Analysis ........................................................................................................96
Ensuring Trustworthiness .....................................................................................99
Limitations ..........................................................................................................100
Significance of the Study ....................................................................................104
Summary .............................................................................................................105
IV ANALYSIS OF DATA AND RESULTS ..............................................................106
Introduction .........................................................................................................106
Participants..........................................................................................................108
Career Pretest ......................................................................................................112
Holland Group Presentations ..............................................................................114
Holland Code Analysis .......................................................................................117
Individual Consultations .....................................................................................120
Dream Job Presentations .....................................................................................122
Career Posttest ....................................................................................................138
Individual Comparisons of the Career Pre- and Posttest ....................................140
Semantic Differential Survey..............................................................................142
Summary .............................................................................................................149
V DISCUSSION AND RECOMMENDATIONS .....................................................151
Research Questions .............................................................................................151
Question 1 ......................................................................................................151
Question 2 ......................................................................................................153
Question 3 ......................................................................................................154
Question 4 ......................................................................................................156
Question 5 ......................................................................................................157
Question 6 ......................................................................................................158
Question 7 ......................................................................................................159
Contributions Towards a Career Exploration Model..........................................160
Contributions Towards Career Exploration ........................................................164
Implications for Practice .....................................................................................165
Future Research ..................................................................................................166
Reflections ..........................................................................................................167
APPENDICES .................................................................................................................169
APPENDIX A KENT STATE CONSENT FORM .........................................................170
APPENDIX B ART INSTITUTE OF CHARLOTTE CONSENT FORM .....................172
vii

APPENDIX C LESSON PLANS AND COURSE OUTLINE........................................174

APPENDIX D HOLLAND CODE ASSESSMENT .......................................................177
APPENDIX E HOLLAND CODE FASHION CAREER CHART ................................181
APPENDIX F HOLLAND CODE CAREER EXPLORATION GROUP
PRESENTATION ...................................................................................................186
APPENDIX G FASHION INDUSTRY SURVEY DREAM JOB PRESENTATION ...188
APPENDIX H MULTIPLE INTELLIGENCE QUIZ (ASSESSMENT)........................191
APPENDIX I FASHION INDUSTRY SURVEY DREAM JOB WORKSHEET..........197
APPENDIX J SEMANTIC DIFFERENTIAL SURVEY................................................200
APPENDIX K PERMISSION TO USE THE HOLLAND CODE QUIZ .......................203
APPENDIX L PERMISSION TO USE THE MULTIPLE INTELLIGENCES QUIZ ...205
REFERENCES ................................................................................................................207

viii

LIST OF TABLES
Page
1

Hollands Typologies and Multiple Intelligences Strengths Comparison Chart .......51

Anderson's Validity Criteria Table ...........................................................................65

Course Activities ........................................................................................................83

Student Participants ...................................................................................................86

Data Analysis Chart ...................................................................................................95

Example of Data Analysis Comparison Chart - Student Participants

with Holland Code Results ........................................................................................98

Alias Identification of Student Participants .............................................................108

Tracking Student Participants Participation.............................................................112

Pretest Career Table .................................................................................................113

10

Student Participants with Holland Code Results .....................................................118

11

Cass Dream Job Presentation Chart........................................................................122

12

Amandas Dream Job Presentation Chart ................................................................123

13

Nenas Dream Job Presentation Chart .....................................................................125

14

Melissas Dream Job Presentation Chart .................................................................126

15

Reeses Dream Job Presentation Chart ....................................................................128

16

Veronicas Dream Job Presentation Chart ...............................................................130

17

Janets Dream Job Presentation Chart .....................................................................131

18

Maries Dream Job Presentation Chart ....................................................................133

19 Student Participants Dream Job Chart ......................................................................134

ix

20

Career Posttest Results .............................................................................................138

21

Student Participant Pre and Post Career Chart Comparison ....................................140

22

Semantic Differential Survey Results . ................143

CHAPTER I
INTRODUCTION
Entering most fashion degree programs, newly enrolled students are eager and
excited about the possibility of developing a career in the fashion industry upon
graduation; however, the reality is that while they may be exposed to certain occupations
through an introductory fashion course (Steiner, 2004) and obtain various internship
experiences, without guidance and exposure to the most appropriate career opportunities
for their skills and interests, students can easily miss out on the specific career
opportunity which is best suited for them. Therefore most fashion graduates attain typical
fashion positions such as retail manager, corporate buyer or designer (Gorek, 2007;
Granger, 2007; Hartsog, 2007). Other fashion graduates accept positions outside of the
fashion industry simply because they lack the insight that might prove to be beneficial in
preparing them for a career that directly reflects their talents and interests within the
fashion industry (Frazier & Cheek, 2005; Hines & Lee, 2005).
Granger (2007), author of Fashion, The Industry and Its Careers indicated: Many
students enroll in an introductory fashion course knowing that they love the world
of fashion, yet wondering what careers exist in this world. They often recognize
the careers of designers and buyers but what career tracks are available and where
are those jobs found? Many students cannot imagine that they can spend a
lifetime working in an area (fashion) they enjoy and in which they can apply their
individual talents and skills. (p. xxiii-xxiv)
1

2
Unbeknownst to most fashion students, there is a plethora of opportunities outside
of retail management, fashion design, and buying that may better reflect their personality,
talents, skills, and interests. These opportunities are under-promoted. Not only are most
students unaware of their existence, but some career exploration professionals are as well.
Statement of the Problem
The Art Institute of Charlotte is committed to securing employment for graduates
within six months of graduation, as are all Art Institutes nationally. The mission
statement reflects this commitment, describing it as an institution of higher learning that
is committed to preparing students to be well trained for a career. Placement rate statistics
reflect positions within the students field of study. However, during the beginning of the
20072008 academic school year, the career advisors identified a challenge in securing
job placement for fashion students in both degree programs the Associates in Fashion
Marketing and the Bachelors in Fashion Marketing and Management. Specifically they
noted that fashion students, as well as the advisors themselves, were limited in
knowledge about the variety of positions that are best suited for those graduating.
Important to note is that the career advising team does not currently use an assessment
instrument to help students gain a better understanding of their interests, skills and
specifically, their career niche. The advisors asked fashion faculty members to assist
them with ideas to stimulate possible employment opportunities. One suggestion was that
job placement should be focused more on discovering a students career niche rather than
filling open positions in the fashion industry. Instead of searching job postings and

3
contacting potential employers with whom students are interested in working, students
should be exposed to career exploration as a process of identifying a career niche that
reflects the students skills, talents and interest. This is a process that can be challenging
for a number of reasons especially in the fashion industry, because there are so many
occupations with which students and career advisors are unfamiliar. Additionally there is
not a definitive solution to career exploration.
Purpose of the Study
The primary purpose of this study was to propose a career exploration model for
first-quarter fashion students at The Art Institute of Charlotte that reflected their skills
and interest. Specifically, this career exploration model was to assist fashion students in
identifying their career niche. Then fashion students were able to determine to what
extent the proposed career exploration model is useful; in other words, their perception of
usefulness was determined. Two theory-based assessments were used in this study. The
Holland code theory, developed by Psychologist John Holland, used six typologies
represented by Realistic, Investigative, Artistic, Social, Enterprising, and Conventional
(RIASEC) (Boyd & Cramer, 1995; Gottfredson & Holland, 1996). The other theory that
was used in this study complements the Holland theory. The Multiple Intelligences (MI)
theory focuses on strengths or intelligences that can be promoted as learning styles, such
as verbal/linguistic, math/logic, musical/rhythmic, visual/spatial, body/kinesthetic,
interpersonal, intrapersonal, and naturalistic (Franklin, 2006; Strasser & Seplocha, 2005).
These two theories were selected because they share overlapping interests or similarities

4
in representation that could aid in the career exploration process. Fashion students were
also asked to identify a role model as part of their career-niche process.
The perception of usefulness of the Holland code theory combined with the MI
theory and the identification of a role model served as the primary quantitative
components for this career exploration model for first-quarter fashion students at the Art
Institute of Charlotte and this was the primary purpose for this research study.
The secondary purpose of this study was to measures awareness of various
positions in the fashion industry after the career exploration process. This was
accomplished primarily through a career exploration project and presentation and the use
of the Holland Code Fashion Career Chart that was constructed by the researcher for the
purpose of this research study and reviewed by Peer Professionals.

Research Questions
1.

To what extent does the Holland code assess student participants

perceptions of their career niche in the fashion industry?

2.

To what extent do the student participants perceive they are better prepared
for their career in the fashion industry by participating in the Dream Job
presentation?

3.

To what extent do student participants perceive that they can make a

connection between the Holland code theory and the Multiple Intelligences
theory in identifying their career niche?

4.

To what extent can student participants make a connection between their role
model and their career niche?

5.

To what extent can student participants make a connection between their

favorite book or magazine and their career niche?

6.

To what extent can student participants make a connection between their

favorite television program and their career niche?

7.

To what extent has career exploration assisted student participants to become

more exposed to new occupations in the fashion industry?

For the purpose of this study the pertinent terms are defined below.

Defined Terms
Career niche the specific interest or passion that relates to a persons vocational
choice or career preference.
Career advising process that provides professional assistance to clients in
determining their possible career niche. Process may include the use of self-directed
assessments, interviewing, and personal consultations (Whiston & Rahardja, 2005).
Career exploration (fashion) the process of actively engaging students in
activities that can be collaborative or independent but resolved for the purpose of
exposing students to various careers in the fashion industry that they were unaware of
(Hines & Lee, 2005; Paulins, 2005).
Family and Consumer Sciences name representing the department or school that
can or once housed fashion departments, other schools or departments including Family

6
Ecology, Home Economics, Human Resources and Family Sciences, and Applied Art
(Laughlin & Kean, 1995).
Fashion a style that is accepted and used by a group of people and results from
social emulation and acceptance (Stone, 2007).
Fashion industry comprised of the manufacturers that produce end products
used for the production of apparel and accessories for women, men, and children (Stone,
2003).
Fashion marketing and/or management students is an all-inclusive term which
is not limited to marketing and management students but also includes all students who
demonstrate an interest in fashion and desire a career/vocation in the industry.
Favorite book or magazine a favorite book or magazine identified as a careercounseling tool to make a connection or confirmation of the selected career niche
(Savickas, 1989).
Favorite television program a favorite television program identified as a careercounseling tool to make a connection or confirmation of the selected career niche
(Savickas, 1989).
Holland assessment a self-directed and self-administered assessment that asks a
series of questions reflecting ones personality and interests; assessments are available
on-line at various websites without charge. Results produce a three-letter code
representing the typology environment in which the assessor is most suited to work. At
some Websites, possible career occupations may be suggested based on the three-letter
code results (Gottfredson & Holland, 1996; Miller, 2003).

7
Holland code a three-letter code used primarily for occupational purposes to
represent a combination of any of the six typologies developed by psychologist John
Holland. The Dictionary of Holland Occupational Codes contains occupational codes for
more than 12,800 occupations and is used for every industry and by the U.S. Department
of Labor, Commerce, and Education (Gottfredson & Holland, 1996).
Holland theory developed by psychologist John Holland, this theory describes
how work environments differ. Holland uses the term typology to describe the differences
between such environments; people are different and the term typology also applies to
their differences. According to the theory, for people to work in an environment where
they are fulfilled or for congruency to occur, matching typologies representing the
environments and the person would need to exist. The typologies are addressed by the
acronym (RIASEC), (Gottfredson & Holland, 1996; Gottfredson & Duffy, 2008).
Introduction fashion course the first course in which fashion students are
enrolled that exposes them to an overview of the fashion industry and various careers in
the fashion industry (Steiner, 2004).
Multiple Intelligences theory theory developed by Howard Gardner (1983) that
identifies a persons intelligences or strengths by means of an assessment. This theory is
often used as a learning style and is seldom linked to careers; however, for the purpose of
this study it was used as a complementary assessment for career guidance.
Role model identification in terms of career-counseling or guidance, the
selection process of a person who one admires or a person who possesses qualities that
one admires and would also like to possess (Quimby & DeSantis, 2006; Savickas, 1989).

8
Typologies a visual representation of both the working environment and the
person who is congruent to that working environment based on a hexagram designed by
the theory it represents. Psychologist John Hollands typologies are addressed by the
acronym RIASEC (Gottfredson & Duffy, 2008; Gottfredson & Holland, 1996).
Career Exploration Suggestions
Suggestions from researchers in fashion academia, the fashion industry, career
advising for general career fields, as well as career advising for the arts, fashion, and
Family and Consumer Sciences have been reviewed. They provided some practical
solutions for assisting with career exploration and identifying a clients career niche;
therefore, some of the following suggestions were implemented in this study.
Career advisors often take multiple approaches when guiding clients to their
career niche and in that process, the use of multiple assessments is a preferred approach
(Lulgjural & Cooley, 2006). These researchers urge career advisors in the arts to provide
students with a variety of assessments, preferably interactive assessments that allow
individuals to share ideas and reflect on their thoughts (p. 38). For the purpose of this
study, two assessments were used. The Holland code assessment and the Multiple
Intelligences assessments are the two assessments selected for this research study because
they share overlapping interests and are therefore helpful for student participants to make
a connection between the two assessments and also with their career niche. In addition to
the Holland code and Multiple Intelligences assessments, career professionals have
directed youth to identify a role model to further assist them in the development of their

9
career paths (McFarland, Smith, West, & Rhodes, 2000; Quimby & DeSantis, 2006). The
concept of role model identification provides students with an opportunity to share the
importance of how someone has impacted their life (McFarland, et al, 2000; Quimby &
DeSantis, 2006; Rivera, Chen, Flore, Blumburg, & Ponterotto, 2007). For some, it is
exposure to a successful professional (Quimby & DeSantis, 2007). For others it may be a
family member or a close friend who have influenced their life (McFarland et al., 2000;
Rivera et al., 2007). Results of role model identification as it relates to careers usually
produces two results: (a) the student will select a similar career path as their role model
(Quimby & DeSantis, 2006); or (b) they will transfer the traits or characteristics from the
role model into their careers (McFarland, et al, 2000; Quimby & DeSantis, 2006; Rivera
et al., 2007).
Professionals in Family and Consumer Sciences suggest providing a connection
between internships and the classroom; specifically, the classroom environment should
involve a course where students use the knowledge they have acquired in school and
directly apply it to the work environment (Smith, 1998). To that end, this study took
place in an introductory course, Fashion Industry Survey, where students were exposed to
various professionals in the fashion industry, as well as various internship opportunities
through the industry professionals.
A Communications Coordinator for Future Homemakers of America promoted
the idea of career preparation through a national program developed by Future
Homemakers of America called Career Connection. The program essentially has three
goals: (a) to help young people explore and prepare for a career, (b) introduce young

10
people to the process of career development, and (c) assist young people in understanding
and preparing for connections between their careers, their families, and their communities
(Hopkins, 1998). This study explored students attitudes of the usefulness of various
career options in the fashion industry by developing a detailed plan through which
students had an opportunity to draw connections that could exist with their career, as well
as their families and perhaps the community as well.
Researchers outside the field of fashion or Family and Consumer Sciences state
that career exploration in general can be challenging, specifically when considering that
exploration in and of itself can be limiting. Mitchell, Levin, and Krumboltz (1999) noted
thatby itself [exploration] is of little value unless it leads to constructive action;
furthermore, the researchers states that efforts need to concentrate on enabling clients to
take the necessary actions (p. 120). In other words, part of the exploration process in
identifying a clients career niche is fundamentally motivational. In that a client needs to
react to the discovery of his/her new found career. Advisors primarily assist clients in
exploring and discovering their career niche, but the responsibility for fulfilling that
career is ultimately up to the client.
This study explored students perception of usefulness in terms of having an
opportunity to actively plan the steps they should take to secure the position best suited
for them. Personality and inventory quantitative assessments have typically been used to
assist career advisors in identifying possible career models for their clients; qualitative
assessments have also proven to be helpful. A nontraditional way to career exploration is
to use a qualitative assessment. This option can provide an objective way to explore

11
careers according to McMahon, Patton, and Watson (2003). Further, others argue that
qualitative assessment offers a holistic interpretation that provides clients the opportunity
to take a more active role in their career goals (Goldman, 1990). The additional use of
qualitative assessments over quantitative assessments is supported by Savickas (1992),
partially due to the establishment of a relationship between individuals whose common
goal becomes that of an interpretation of experiences, not just a result from an
assessment. He stated, when referring to advisors, that they should listen for life themes
and stories act more as biographers who interpret lives in progress rather than as actuaries
who count interest and abilities (p. 338). By using qualitative assessments, career
advising take a constructivist approach to resolving their clients career concerns by
making meaning from their values and traits. Those who use qualitative assessments
support the possibility of providing meaning to the interpretation of results. In
quantitative assessments, this meaning-making interpretation based on the clients values
and traits is absent.
Career advisors at both ends of the spectrum can support their views on
quantitative and qualitative assessments; however, some advisors suggest that an
integration of the two approaches may be useful (Borgen, 1999; Church, 2001). These
advisors suggest that new models of career exploration be integrative and understand the
complexities of individuals lives and the importance of personal and work-related
issues (Whiston & Rahardja, 2005). Whiston and Rahardja go on to say that
assessments (either quantitative or qualitative) be embedded within the career

12
exploration process in a seamless integration that helps individuals address work and
personal issues in productive ways (p.379).
One way that this seamless integration can be achieved is by using a tool that
provides qualitative data to an already existing quantitative assessment tool such as the
Holland code and MI. Researchers Quimby and DeSantis (2006) examined the influence
of role models as compared to self efficacy when using the Holland code-specifically the
typologies of RIASEC-and concluded that role model influence added to the prediction
of career choice over and above the contribution of self-efficacy (p. 303) with the only
exception being the investigative component (Quimby & DeSantis, 2006). The
researchers therefore supported the concept that role model identification used as a
qualitative assessment combined with the Holland code quantitative assessment can
produce a seamless integration and effective counseling tool.
To create a seamless integration of qualitative and quantitative data that better
assisted students in identifying their career niche in the fashion industry, student
participants used two assessments (Holland code and Multiple Intelligences assessments)
in the quantitative aspect of this study and participated in an open dialogue with the
researcher for the qualitative aspect of this study, based on their identification of a role
model. Additionally participants were asked to create a plan to assist them in their pursuit
of a career niche in hopes of securing a dream job that best suits their personality, skills,
interests and strengths. This seamless integration of quantitative and qualitative methods
can be actively intertwined for educators within the methodology of action research.
Action research provides educators the opportunity to design a change within the

13
structure of an educational setting that addresses a specific problem, implement the
change, and assess its effectiveness (Hatch, 2002 & Mills, 2003). For this research study,
action research has been selected as the methodology.
It should be noted that under some circumstances, after career advisors have
exhausted all resources and have exposed students to the specific careers they believe
they are best suited for, there may be doubt, or students could be no closer to making a
career decision. Bansberg and Sklare (1986) summarized this occurrence when they
stated even though the counselor may have done his/her best to assist by providing them
with career information, interest inventories, and ability assessments, etc, they still are
not closer to a career decision (p.1).
This situation occurred in prior exploratory studies, when after the research was
completed, students were not completely convinced that the career niche they determined
was actually their career niche. To address this concern, there is a form of exploration
titled career-style (Savickas, 1989) which consists of stimulus questions to elicit life
goals and style information. These questions provoke a psychological connection which
assists students in making a connection to their career niche. The questions consist of (a)
identifying their favorite book or magazine; and (b) identifying their favorite television
program. For the purpose of this study, this form of careerstyle exploration is not
considered an assessment method but rather a means for students to make a connection
with their career niche. The primary goal of this study was to determine the perception of
usefulness in using this nontraditional career exploration method.

14
The secondary purpose of this study was to measure awareness of various
positions in the fashion industry after the career exploration process. This was
accomplished through the Holland code career exploration project and presentation and
the use of a Holland Code Fashion Career Chart that was constructed based on the
Holland codes and developed by the researcher for the purpose of this study. The chart
was also reviewed by Peer Professionals.
Finally, my motivation for conducting this research study was to enlighten
incoming fashion students to the endless possibilities that remain before them in the
world of fashion. As Granger (2007), Gorek (2007), and Hartsog (2007) have made us
aware, students are underexposed to these occupations, and yet they are graduating
without entering an occupation for which they are best suited. Furthermore, it takes more
than exposure to fashion occupations to provide them with the employment opportunities
in fashion for which they have been educated (Frazier & Cheek, 2005; Hines & Lee,
2005; Paulins, 2005; Savickas, 1989). Students need to be assisted to identify their unique
career niche that reflects their skills, talents, and interests. They need to work in an
environment that is congruent with their personality (Gottfredson & Holland, 1996).
They need to know that there are multiple options available to them along their journey in
selecting a career niche. They need to realize that in the world of fashion, there is more
than retail manager, buyer, and designer (Gorek, 2007; Granger, 2007; Hartsog, 2007).

CHAPTER II
REVIEW OF LITERATURE
This literature review focused on four areas, career exploration from a fashion
industry perspective, the Holland code perspective, the Multiple Intelligences
perspective, and the identification of a role model. By reviewing multiple theoretical
perspectives, I intended to provide a foundation that supported the importance of this
career exploration model and career exploration project for first-quarter fashion students
at The Art Institute of Charlotte. This study is specifically important for these students
because they lacked the exposure to fashion positions that best reflected their skills,
talents, interests, and personality or a career niche. Typically, under-promoted fashion
merchandising and/or management, students accept the same retail or buying positions
after graduation (Gorek, 2007; Granger, 2007; Hartsog, 2007). When career exploration
is taken into consideration (Frazier & Cheek, 2005; Hines & Hyun-Hwa-Lee, 2005) and
combined with career assessment such as the Holland code theory, MI theory and the
identification of a role model, students are provided with an opportunity to better identify
their career niche.

Career Advisors in Fashion

Retailing
Retailing is a popular career option for fashion merchandising students, but
because of its popularity, it is important to consider ways in which future opportunities
for our students can be enhanced by this occupation that is the core or mainstay of the
15

16
industry (Avery, 1989; Fair, Hamilton, & Norum, 1990). Avery (1989) suggests
considering developing skills that are transferable to make the student more marketable.
Avery also suggests considering the possibility of competing for upper- management
positions that were once dominated by men but are now becoming filled by more and
more women (1989).
Fair, Hamilton, and Norum (1990) suggest some changes to assist in the future
careers of merchandising professionals. The authors suggest that the first change should
come in the form of the curriculum, specifically, changes that would make students
future key players in the marketplace (p 33). The curriculum goal should be to optimize
students performance both professionally and personally. Another change the authors
suggest is to prepare merchandising students for careers other than retailing. Fair et al.
(1990) specifically mention other channels of preparation in the retail area such as
technological and operational innovations in the apparel industry and the importance of
having specific product knowledge in these areas.
The final change that Fair et al. (1990) suggest for career preparation is for
educators to take a global approach to instruction. Students should be made aware of the
numerous governmental regulations impacting the fashion industry, both domestically
and internationally. They should be exposed to the social, political, economic, and
technological advantages and disadvantages that exist globally and could impact their
career choices. Finally, by providing students with a strong global perspective, the world
is now available to them to broaden their career opportunities (Fair et al, 1990.). The Fair
et al. study on retailing is significant because the authors honor the importance of making

17
changes in the curriculum, in the workplace, and in the mindset of educators to take
merchandising students to the next level and better prepare them for careers in addition to
retailing.
Career Exploration
As career exploration began to evolve, it entered the classroom, providing
students with an opportunity to become exposed to careers in the fashion industry
(Frazier & Cheek, 2005; Hines & Lee, 2005; Paulins, 2005). Frazier and Cheek (2005)
reported the results of a career exploration project in an introductory fashionmerchandising course in which student teams conducted research in order to develop a
matrix that addressed the four fashion segments of the fashion business that reflected
career occupations. These segments include primary (fiber/textile); secondary
(design/production); retail (buying/merchandising); and auxiliary (advertising/publicity)
occupations. Students were provided five fashion career texts and exposed to several
guest speakers and industry professionals to assist them with the process. Using criticalthinking skills and technology, students were asked to produce four spreadsheets, one for
each of the fashion segments, highlighting their research findings, and specifically
reviewing a natural progression in the occupation, salary, education, and experience
(Frazier & Cheek, 2005). This study is significant because students were provided with
an opportunity to become exposed to each of the four segments of the fashion industry.
They conducted research on specific occupations within each segment, met industry
professionals, worked collaboratively, and used critical-thinking skills at the beginning of

18
their educational program, when it could be considered most beneficial. The significance
of this study was incorporated into this research study.
Active learning is a concept used in an introductory merchandising class to
promote career exploration (Hines & Lee, 2005). The students primary assignment was
to write a research paper on career opportunities by using career publications and
interviewing an industry professional. During the interviewing process, students gathered
specific information from professionals, such as their academic preparation, experience,
salary, career training, and advancement opportunities, in addition to discussing matters
about dealing with work-related stress and time commitment. Once research papers were
written, each student evaluated one anothers paper in a peer-review process prior to
submitting their final paper (Hines & Lee, 2005). This study is significant because it
exposed introductory merchandising students to the importance of exploring fashion
careers, active learning, working with industry professionals, and the peer-review
process.
In another attempt to enhance career exploration, a total of 424 surveys were
collected by 106 sophomore apparel-merchandising students who participated in a study
over three academic quarters (Paulins, 2005). Student participants were asked to obtain
four surveys from retail employees in all levels of the fashion industry. The goal of the
study was to expose students to pertinent information available in the literature and to
provide students with an opportunity to collect data from fashion employees across a
broad range of store types, retailer product offerings and employee positions so they

19
could examine employee-reported perceptions of satisfaction levels (Paulins, 2005, p.
217).
Additionally, Paulins (2005) stated this project provided students with an
opportunity to discuss any biases they perhaps might have toward working in a massmarket retail rather than working in a high-end retail environment, while exposing them
to the construct of corporate excellence. Three research questions were posed: (a) Does
the store type represented by the company where the survey respondent works make a
difference in reported measures of corporate performance? (b) Does the product sold by
the company where the survey respondent works make a difference in reported measures
of corporate performance? and (c) Does the position of the survey respondent in the
company make a difference in reported measures of corporate performance? Results were
measured using the EXCEL seven-point scale developed by Sharma et al. (1990).
EXCEL is designed to measure a subjects perceptions using a scale that reflects
statements from strongly disagree to strongly agree. Analysis of variance was used to
determine differences in employee perceptions.
Results for the first question indicated that the store where the respondents work
did make a difference in corporate performance; specifically, this perception was noted
for employees of department stores, restaurants, and big-box retailers. In the second
question, no significant differences were indicated with the products that were sold for
each of the stores. However, for the final question the perceptions of corporate excellence
shifted as the progression to higher level corporate positions shifted; those who occupied
higher leadership positions, were more positive about company execution of criteria that

20
contribute toward corporate excellence than were their frontline counterparts sale
associates, and stock workers (Paulins, 2005, p.221). This study is significant because it
provided students with an opportunity to conduct career exploration outside the
classroom in actual retail environments. Additionally, students became exposed to
research methods and beneficial networking opportunities they could continue to use to
build career exploration.
Future Direction of the Fashion Industry
In an effort to prepare tomorrows leaders for the fashion industry, researchers
Kim and Johnson (2007) suggested that first we call on experts in the industry to forecast
the future for the apparel industry, specifically in the United States for the next 10 to 20
years, and second, that we determine if our current senior fashion students are in a
position to accurately assess predictions made by those professional experts to determine
their extent of readiness for their careers. Industry experts looked at the apparel industry
in four separate segments to make their forecasting predictions: fibers and fabrics, design,
production, and retailing.
Fibers and Fabrics
According to the panel of apparel industry experts, technology has been and will
continue to be a driving force in the fashion industry; however, some of the current
concerns address issues about quality of life, including quality of health,
protection/safety, and preserving the environment. Therefore when addressing health
concerns, specialized fibers such as synthetic antibacterial fibers with antimicrobial

21
characteristics that retard the growth of fungi, yeast, mold, and bacteria have been
developed (Kim & Johnson, 2007). Nonhalogen flame-retardant plastics have been made
into fibers. Environmentally-friendly fibers are being produced from sugar plants and
corn, and eventually it is predicted, in hopes of keeping up with the environmentallyfriendly evolution, that dextrose will be able to be extracted from virtually any cellulosic
plant, not just sugar or corn (Kim & Johnson, 2007). In terms of technology,
improvements have been made with genetically-engineered cotton fibers to make it
waterproof, as well as wrinkle-, stain- and abrasion-resistant. It is assumed that polyester
and olefin will dominate the market, along with high performance polyethylene. Finally,
Smart Fabrics will have the ability to adjust to any consumers desired body
temperature (Kim & Johnson, 2007).
Design
Using nylon as a primary fabric, seamless garments, multifunctional seamless
garments, and practicality in comfort are just some of the trends that the panel of experts
forecast for the next 10 to 20 years. The use of nylon focuses on the prediction of a
growing culture that centers on an active lifestyle, and multifunctional seamless garments
complement the design. Additionally, apparel industry experts forecast that there will be
a neutralization of gender, unisex clothing trends that will include men wearing bright
colors and accessories as a form of self-expression. Finally, there will be a departure from
cultural homogeneity in clothing; experts believe that cultural boundaries will be blurred,
and there will be homogeneity in style (Kim & Johnson, 2007).

22
Production
Technology, according to the experts, will also impact the future of production.
One trend involves mechanization. This trend has lead to the adoption of Quick
Response. Quick Response is a management system for apparel manufacturers to
efficiently connect to retailers and suppliers. The technology for this system includes
electronic-data interchange, universal product codes, point-of-sale data, computer-aided
design (CAD), forecasting, and flexible manufacturing. Experts agree that if the trend
toward mechanization continues, a complete human-free automation of apparel
production may be on the near horizon (Kim & Johnson, 2007, p. 288). Mass
customization is a production option which provides consumers an opportunity to codesign a product with a designer. In other words it allows for consumers input to design
end products specifically tailored to their desires. Body-scanning technology and
software templates are part of the mass customization process that ensures the
consumers product matches what they requested (Kim & Johnson, 2007).
Retailing
The mission of retail is to keep customers happy; therefore, in the future, experts
need to determine how the demographics will be shaped in the next 10 to 20 years (Kim
& Johnson, 2007). The panel of experts agreed on the growth of the grey market, an
increasingly larger group of older consumers, who because of advances with technology
and medical care, will live longer and healthier lives. Other expected changes in
demographics that are already being experienced and are expected to continue is a greater

23
divide in socioeconomic class that will produce a larger gap between the rich and poor.
Also the poor and more women will enter the work force (Kim & Johnson, 2007).
Experts also agreed that there will be a desire for easier access to stores and more
convenience to stores for purchasing products. Consumers are always mobile, hurried and
they want to spend less time doing the routine, everyday things (Kim & Johnson, 2007).
After the experts made their predictions, 30 junior and senior design students at a
Southeastern university and 48 senior retail merchandising students at a Midwestern
university participated in the study. Participants were asked to forecast the four areas
noted above for the next 10 to 20 years, the first two questions answered by the design
students and Questions 3 and 4 answered by the merchandising students. All participants
completed a questionnaire and an essay, limited to two pages for each question.
Question 1 addressed fibers and fabrics. Twenty-two of the 30 design participants
predicted that the industry would continue to specialize in the development of fibers and
fabrics, 12 participants forecasted the continued development of wrinkle-free fabrics, and
11 participants forecasted the continued development of stain-resistant fabrics. Others
mentioned specialized finishes (22); high technology and special functions with
fibers/fabrics (14); comfort and care (8); and environmentally-friendly fibers (8).
The design students recognized the importance that quality of life issues would
impact fabric and fibers in the future; however, less emphasis was noted on the quality of
health issues such as specialized fibers and fabrics that would retard germ growth using
antimicrobial and antibacterial agents as noted by the experts.

24
Question 2 addressed design. The most frequently described theme was
functional or practical: 12 participants agreed that in 10 to 20 years, design will be
more functional. The retro look (9) was the next theme, followed by comfortable and
revealing, which both had seven advocates. Individual and simple both had six
advocates. One student believed there would be a major shift in design by stating I
believe that the next movement will be the anti-high fashion movementI cant afford
the expensive stuff but I want to make it original (Kim & Johnson, 2007, p 295). Other
participants noted classic (4), and unisex (3) trends (Kim & Johnson, 2007).
Experts and students agreed on a unisex appeal to certain clothing options in the
future and also to offering garments that are simple, practical, and functional. However,
where they differ is some students believe that another retro look would likely return.
And experts predict that nylon will be the primary fabric that designers will gravitate to
because of its versatility in design.
Question 3 addressed production. Merchandising students realized that overall
advancement in technology would advance the apparel industry the most in 10 to 20
years. Specifically, 19 participants noted that technological development would allow
for the total automation of production (p. 297). Additionally, participants noted the
importance of computers and robots. Some participants envisioned that technological
advance in the United States may bring apparel production back (7); however, most
participants envisioned production of apparel outside of the United States (21).
In comparison between students and experts, students recognized that production
efforts will be improved via technology; however, they were not able to specifically state

25
what forms of technology would be beneficial. The experts recognized that continued
technological advances through quick response, computer-aided design (CAD) and mass
customization will continue to advance production of the fashion industry.
Finally, nearly half (22) of the participants were successful in forecasting the
consumers role with mass customization (Kim & Johnson, 2007). Question 4 addressed
retail: participants were divided by this question, some believing that in 10 to 20 years the
concept of the physical store would be almost obsolete and most consumers would opt for
the convenience of the Internet for practically all of their shopping (29); others indicated
that consumers would want a choice of the physical store or the Internet (21). Some
participants suggested enhancing the experience by providing e-fitting rooms on websites
that would allow customers to import their mirror image and try on garments
electronically (11). Other participants noted an increase in personal shoppers (7), an
elimination of conventional mail-order catalogs (6); and an increase in specialty-store
retailers, specifically plus-size markets (3). Student and expert opinion on retail in the
future diverged because they came from two different perspectives.
Where experts focused more on the grey market and consumers living longer,
the experts noted it would be a convenience for consumers to have easier access to
purchase products. They also noted a greater divide in socioeconomic classes. Students
considered the possibility that brick and mortar options could likely become obsolete, and
that some consumers would shop via Internet using e-fitting rooms that mirrored their
image. Although convenience seems to be a commonality between students and experts,
the two have drawn their conclusion using different reasonings.

26
One aspect that participants failed to mention, according to Kim and Johnson
(2007) was the significance of Quick Response and its impact on production. The
significance of this research study is the perspective that it provides to fashion academia
as far as the foresight of what we should be emphasizing to better prepare our students for
careers in the fashion industry.
Hollands Theory
John Hollands (1985) occupational theory is based on personality types and has
generated several research studies. He is a leading authority on self-directed (selfadministered/assessed) vocational assessments (Betz, Borgen, & Harmon, 1996; Boyd &
Cramer, 1995; Helwig & Myrin, 1997). Holland used a hexagon that reflects various
personality types based on common characteristics that are most prevalent among certain
vocational interest groups (Gottfredson & Holland, 1996). Hollands research was
developed through a vocational psychology model based on congruence theory:
fundamentally, this theory states that if people are matched based on their personality
with a vocational occupation, they would feel a sense of satisfaction. A similar
occupational theory was conducted by Osipow (1987). Holland then used his congruence
research to create the hexagon that visually illustrates a relationship between a person
who possesses a primary typology and the specific occupation that corresponds to that
typology; for example, a person who is Realistic would thrive in a Realistic environment,
such as a mechanic working in a auto repair shop, and a person who is Investigative,
would thrive in an Investigative environment, such as a scientist working in a laboratory.

27
The distance between the primary and the secondary typology helps to further define the
specific characteristic of the individual and provides more insight into the specific work
environment that would be most congruent for them. Usually three typologies or codes
are identified for each individual; the codes can reflect both the individual and the
occupation that is most congruent for them to consider for employment (Gottfredson &
Holland, 1996). In an effort to obtain this information, a self-directed assessment can be
taken online at various Websites, some at no charge, or on paper. For example the
website used for this study can be found at
http://www.roguecc.edu/counseling/HollandCodes/test.asp.
The assessment usually includes approximately 100 questions regarding the
inquirers preferences and skills. Then a three-letter code is provided, a combination of
typologies in the order that best reflect the assessment takers personality and
compatibility to work environments (Gottfredson & Holland, 1996). Furthermore, if the
assessment taker is assessed at the website noted above, possible career occupations are
provided. However these career occupations are limited and do not focus on fashion
occupations. However, the typologies that are used to create the three-letter codes are
represented by RIASEC, and are described as the following (see Figure 1).

28

Figure 1. RIASEC Typologies.

Realistic Those who possess mechanical, technical, and manual competencies and
have a preference for solving concrete, tangible problems (Gottfredson & Holland, 1996;
Mumme, 1997).
Investigative Those who are drawn to scientific and mathematical occupations;
additionally those who are in this category have a propensity to be drawn toward
positions that may also include trouble-shooting, problem-solving, or positions classified
as analytical or intellectual (Gottfredson & Holland, 1996; Mumme, 1997).
Artistic Those who are drawn to creative forms of the arts; additionally, those who
are in this category are reported to possess an intuitive ability that they usually draw upon
during work-related situations (Gottfredson & Holland, 1996; Mumme, 1997).
Social Those who enjoy assisting and informing others in a systematic
environment; they are primarily best suited for social or interpersonal occupations such as

29
teaching and advising or simply working in an industry where helping or exercising their
humanitarian efforts is a goal (Gottfredson & Holland, 1996; Mumme, 1997).
Enterprising Those who are willing and interested in taking on a leadership role.
Holland described enterprising individuals as possessing a natural ability to manipulate
and influence others. Taking a political stance and asserting aggressive behavior is
typical with this group. Additionally finance or entrepreneurship would be beneficial for
this group (Gottfredson & Holland, 1996; Mumme, 1997).
Conventional Those who are drawn to clerical occupations, such as the
manipulation of data, or systematic details. Conforming to social and employment
demands would be a typical trait for those who are in this category. Typically
employment would be in the clerical field (Gottfredson & Holland, 1996; Mumme,
1997).
Hollands Theory Studies
John Hollands theory of linking personality types to vocational occupations has
piqued researchers interest for the past five decades. This theory has been used in a
multitude of ways to explore occupational interest, compatibility, and congruence (Betz,
Borgen, & Harmon, 1996; Boyd & Cramer, 1995; Helwig & Myrin, 1997). However,
only one study has focused on the use of Hollands theory and fashion careers. That study
was a dissertation comparing 56 fashion merchandising students who had an interest in
the occupation of buyer (Leonard, 1982). The study did not provide statistical support for

30
Holland's theory; it was limited by focusing on only one career buying, for all fashion
merchandising students.
Another dissertation in the field of Human Resources and Family Science
explored Hollands codes for interior designers to determine the most common primary,
secondary, and tertiary types and job satisfaction (Vigna, 1996). Surveys were mailed to a
random sample of a 1,000 members of the International Interior Design Association. Four
hundred thirty members responded and 375 surveys were eligible for use in the study.
Results indicated that the most common primary code for interior designers was
Enterprising; the most common secondary code was Social, and the most common
tertiary code was Artistic (Vigna, 1996). Job satisfaction was most closely linked to
interior designers who did possess the primary and/or secondary codes of Enterprising
and Social. Vigna (1996) also stated that differences in job satisfaction most likely
occurred with interior designers who were contract designers and residential designers.
This study is significant because it links a specific occupation with the three codes within
Hollands typologies to job satisfaction; additionally, interior design is an artistic field
and therefore supports this study. Further, in past exploratory studies, similar results in
assessment of codes have occurred.
Another Holland study spanned a 10-year period and three generations in one
family to determine the stability of codes in that decade and also to explore compatibility
between family members and significant others (Helwig & Myrin, 1997). This study was
significant not only because the researcher chose to explore how the influence of
interrelationships among family members impacted their Holland codes, but also because

31
this is one of the few studies that revisited an original longitudinal study to determine if
there were any significant changes among family-member participants. Although Helwig
and Myrin (1997) reported that there was an influence on interrelationships among family
members when their Holland codes were compared, there was a difference among
generations when educational attainment and societal impact were considered.
First- generation family members were strongly Realistic, which Helwig and
Myrin (1997) contributed to their very rural existence and acceptance of a farming
lifestyle, while third-generation family members were influenced by a more urban
lifestyle. Most had obtained bachelors degrees and the ideal of living and working on a
farm had become less appealing. These family members were assessed as Social, and the
researchers concluded that the Social Holland code had replaced the Realistic code as the
dominant family code, with an increase in the Investigative code, which researchers
contributed to the latest generations pursuit and obtainment of a higher level of
education. This study is significant because it brings awareness of how the attainment of
higher education and societal influences could influence career choice, and ultimately
ones Holland code.
Another Holland study conducted by Hogan and Holland (2003) explored the
links between job performance and personality by using a socioanalytic theory and metaanalysis to evaluate the links. Using 43 studies on the Holland code, the researchers were
able to determine that most of the job titles directly corresponded to Hollands typologies
of the Realistic, Social, Enterprising, and Conventional. None of the studies reviewed
involved occupations connected with Investigative or Artistic codes. For example,

32
according to the meta-analysis, industry occupations reviewed were scarce or virtually
nonexistent in relation to Investigative and Artistic occupations. By article representation,
the researchers found Realistic occupations represented 66.7%, Conventional 13.4%,
Enterprising 11.1%, Social 4.6%, Investigative 3.0%, and Artistic 1.2%. Therefore, they
concluded that the actual number of occupations held is representative of the number of
articles researched, meaning there were no limitations reflected on the Investigative and
Artistic occupations; the percentage of articles reflected the percentage of people in each
field (Hogan & Holland, 2003).
In most Holland research studies, a Self-Directed Study allows participants to
respond to certain questions in which they may or may not demonstrate an interest and to
determine their Holland code (Miller, 2003). However, in the study conducted by Miller
(2003) to determine congruence between parent and the child/student, only student
participants were assessed using the Self-Directed Study, while the parents Holland code
was determined by their current or most recent occupations if they were retired by using
the Directory of Holland Occupational Codes, a reference text that lists occupational
codes for over 12,800 positions based on Hollands theory. Miller (2003) attested that
using the directory to determine the parents codes is a recommendation that is not only
made by Holland himself, but also is more comprehensive than other indices for
determining Holland codes (Miller, 2003).
Of the 58 graduate students who participated in the study, 39 were female and 19
were male; 68% were Caucasian, 27% were African American, and 5% were other.
Results indicated a mean of 9.2 between fathers and sons and 11.5 between mothers and

33
daughters, which Miller (2003) supported as a moderate degree of congruence between
parents, their offspring and personality types (Miller, 2003). This study is significant
because it is indicates that approximately 10% of the time children are likely to occupy
employment that is similar to that of their parent.
A study in reference to a clients selected vocational exploration strategies was
conducted by Boyd and Cramer (1995). This study examined the possibility of
client/treatment interaction effects in relation to career exploration intervention based on
the dominant Holland code or first letter in the three-letter code. One hundred and eightyeight subjects were used for this high-point study which indicates a strong or at least an
eight-point difference between their first and second codes. For example, a clients
primary code of S Social could reflect a score of 15 and their secondary score of E
Enterprising could reflect a score of six, which indicates a nine point difference or a
high point. The 188 subjects were 63 males and 125 females ranging from age 18 to 49.
Using a varimax rotation coupled with the Chronbachs alpha coefficient to
interpret results, four significant factors were determined: (a) framework of counseling,
which describes the length and the number of counseling sessions; ( b) career aspirations,
which was designed to postulate any difference that could possibly occur with career
aspirations; (c) decision-making style, which was designed to consider that each
dominant code would illustrate a unique style for determining a career; and (d) advisors
characteristics, which provides an understanding as to how career advisors personalities
could affect their clients (Boyd & Cramer, 1995). The researchers then used a three-way
MANOVA on gender, age, and the participants primary Holland code to test the

34
hypothesis that there is, in fact, a relationship between Holland codes and career
exploration preferences. Holland codes were considered the dependent variable and the
four significant factors were considered independent variables. This effect supports the
hypotheses that persons characterized by particular Holland codes do have different
preferences for career exploration styles (Boyd & Cramer, p. 218). The most significant
difference based on the framework variables was found between subjects who were
assessed as Social and Realistic types; significantly, subjects whose career aspirations
were Enterprising and Artistic types indicated the largest difference. This study supported
the concept that there is in fact a relationship between the Holland code theory and the
connection to career aspirations with the support of career exploration similar to this
research study.
In a study conducted by Pike (2006) to determine vocational preferences and
college degree expectations among undergraduate students, 631 participants, 396 females
(62.8%) and 235 (37.2%) males, completed a College Student Expectations
Questionnaire (CSXQ). Additionally, four set of measures were used for this study, 1)
the participants ACT interest inventory, 2) the participants report of their intended
major, which was classified into a Holland typology, 3) the participantsgender, and 4)
their expectations scores taken from the CSXQ. Five expectations scales were developed
for this study based on Intellectual Effort, Science and Mathematics, Artistic and Cultural
Experiences, Student Acquaintances, and Clubs and Organizations.
Data was analyzed using a two-way multivariate. The independent variables were
the Holland typologies and degree of congruence with the major that was selected by the

35
participant. The dependent variables were the five expectations scales.The multivariate
test indicated that expectations are measureable by gender (Wilks Lambda=0.93;
F=14.89; df=5, 943; p<0.001). The MANCOVA indicated a statistically significant effect
for the Holland typology (Wilks Lambda=0.83; F=7.25; df=25, 3505; p<0.001) and a
statistically significant indication was noted between the Holland typology and degree of
congruence (Wilks Lambda=0.90; F2.12; df=50, 4304; p<0.001); however, the main
effect for the degree of congruence was not statistically significant (Wilks
Lambda=0.98; F=1.44; df=10, 1886; p>0.05).
According to Pike (2006) some of the other results from this study reflect the five
expectations scales, such as the Intellectual Effort scale students received the highest
mean score for the Social personality type. For the Science and Mathematics scale,
Investigative students had the highest expectations result and were highly congruent with
Hollands Investigative typology which indicates that these students are likely to thrive in
environments centered around science clubs or mathematics organizations. For the
Artistic and Cultural Experiences scale, the Artistic students possessed the highest level
of expectation, and these students were also highly congruent with Hollands Artistic
typology which indicates that these students would thrive in environments associated
with cultural and artistic activities. For the Student Acquaintances Scale, the Social
personality type had the highest level of expectations. The final scale was represented by
Clubs and Organizations, in which Enterprising students possessed the highest level of
expectations and these students also were highly congruent with Hollands Social
typology with indicates that these students would most likely thrive on campus with

36
diverse student, and in general, make the acquaintance of others, in addition to aiding and
assisting other students. Pike (2006) concludes that this study supports implications that
students are likely to select degree majors that reflect their personality types which also
reflect findings in this current research study.
Researchers Glaser, Calhoun, Bates, and Bradshaw (2003) used Hollands theory
to make a comparison between adjudicated male adolescents at a regional youth detention
center and nonadjudicated male adolescents at a local high school who were participants
in an earlier study. The adjudicated adolescents were believed to possess less interest and
motivation for learning and to have some developmental delays that could impact career
aspirations based on their current status. Therefore these researchers wanted to determine
if there was a significant difference between the two groups or if the adjudicated males
assessments were comparatively flat or inflated. Glaser et al. also hypothesized that the
adjudicated youth would indicate elevated dominant codes for the Realistic and Artistic
categories.
There were 28 adjudicated male youths who participated in the Glaser et al.
(2003) study. Each completed the Holland Self-Directed Search through a career
exploration service offered at the detention center. Scores for each of the six codes were
compared between the adjudicated males and the high school males from the previous
study. Results from the study indicated that there was (a) a significant disparity between
adjudicated and nonadjudicated male youth; (b) a lack of differentiation was indicated
among the six codes types among the adjudicated youth; and (c) two codes in particular
were elevated, Realistic and Artistic.

37
Glaser et al. (2003) were accurate in their hypotheses and further concluded that
the significant disparity between the two groups could primarily be contributed toward
the differences in environments, educational experiences, self-esteem, self-knowledge,
and interpersonal skills. The lack of differentiation in codes among the adjudicated youth
was attributed primarily to self-perception and the fact that after advising, a common
theme prevailed with the adjudicated youth in that they viewed their career options as
very limited based on their current status. Finally the two codes which were elevated
occurred due to a high value that was placed on artistic expression (Glaser et al., p.79)
which is typical for those assessed as Artistic, and hands- on (p. 79) occupations which
coincides with realistic occupations. This study is significant because it illustrates the
extent of how different environment and different educational experiences can shape and
alter the perception in the direction that ones life can move in and ultimately what the
future may have in store.
The former study focused on adjudicated male youth; however, this study focused
on the difference in career choices based on Holland codes between males and females.
In a Holland conducted study by Murray and Hall (2001), these researchers reviewed the
vocational interests of undergraduate male and female students to determine if there was
a difference in their occupational career choices. Two hundred and sixteen students
participated; 128 (59%) were female and 88 (41%) were male. The participants
completed a 160-item Vocational Preference Inventory (VPI) questionnaire which was
developed to measure respondents dispositions for a specific occupation within the
typologies developed by Holland. Additionally, the respondents also completed a 30-item

38
Student Activities Interest Questionnaire (SAIQ) to measure their co-curricurlar interest.
A software package was used for analysis of variance to account for uneven groupings of
data between the two questionnaires.
The results indicated that females possess a higher co-curricular interest than
males in Artistic and Social areas. Males possess a higher co-curricular interest than
females in Realistic and Investigative areas. Additionally, females possess a higher
vocational interest than males in Social and Enterprising careers, while males possess a
higher vocational interest than females in Realistic careers. This basically means that
males enjoy occupations which require working with their hands, and find the fields of
science and math more fulfilling and rewarding vocations. Females seek more Artistic,
Creative, Social and Enterprising occupations. The meaning of Social reflects the idea of
aiding or assisting others, and Enterprising occupations tend to be more leadership
oriented, requiring the skills of influencing others. Additionally, Enterprising occupations
can also encourage entrepreneurs. The findings of this study aligns with this current
research study because there are gender differences that impact career choice.
The Holland studies (Boyd & Cramer, 1995; Glaser et al., 2003; Helwig & Myrin,
1997; Leonard, 1982; Miller, 2003; Vigna, 1996) have indicated the importance of how a
variety of skills and interests can be used to identify ones career interest in a specific
area; however, when it comes to career exploration, using one assessment may not
always be sufficient, according to Lulgjural and Cooley (2006). These researchers
suggested that career advisors in the arts provide students with a variety of assessments,
preferably interactive assessments to allow individuals to share ideas and reflect on their

39
thoughts (p. 38). Therefore, the Multiple Intelligences assessment was also used in this
study. When combining this assessment with the existing Holland code assessment, the
two assessments share overlapping interests and students can reflect on these interests
and similarities to make connections between the two assessments and their career niche.
Gardners Theory of Multiple Intelligences
The following section is a review of Howard Gardners theory of Multiple
Intelligences and some research studies on MI which supports its usefulness for this
research study (see Figure 2).

Figure 2. Gardners theory of multiple intelligences.

In recent years Howard Gardners theory of Multiple Intelligences has become a
standard means of assessing students on various areas of intelligences that extend beyond
the traditional measure of assessment as a learning style (Franklin, 2006; Strasser &

40
Seplocha, 2005). As it relates to this study, MI has been used as a tool to assist students
in identifying their careers (Johnson & White, 2002; Kallenbach & Viens, 2004, Wu,
2004).
One of Gardners eight intelligences is bodily kinesthetic, strength in ones ability
to know and learn through the body. It also suggests that problem solving can occur when
mental stimulation is supported by physical movement. Another, musical intelligence, is
a strong affinity to musical patterns, such as tones, rhythms or pitches; it supports skill in
performance or composition. Appreciating wide open spaces, or the ability to develop
and/or use graphs, maps, charts and simple structured forms of visual organization and
use of patterns describe spatial intelligence (Smith, 2002).
Those who possess a charismatic personality due to their desire to interact with
people are categorized as possessing interpersonal intelligence; they are motivated by
genuine and sincere interaction with others. Intrapersonal intelligence can be described as
possessing the intuitive skill to regulate ones life based on understanding and
appreciating ones feelings and emotions. The act of reflection is a strong component of
this intelligence. The naturalist intelligence describes a persons appreciation of nature,
the outdoors, plants and animals.
Linguistics and mathematic/logical are intelligences which are commonly
associated with intelligence standards, specifically the later intelligence. Linguistics
involves sensitivity to language, both verbal and written. Usually those who possess
strengths in this intelligence are writers or poets but ultimately have a strong grasp of
vocabulary. Mathematic/logical intelligence supports reasoning to draw conclusions.

41
These people are usually mathematically oriented and/or appreciate the sciences (Smith,
2002).
Howard Gardners theory on MI has often been referred to as a cognitive theory
that provides a more accurate assessment of a persons intellectual strengths and
weaknesses based on their unique interests and learning style than traditional intelligence
assessments. It has often been used by teachers and administrators as a promising aid in
the classroom, and higher education is also finding success with this theory (Loori, 2005;
Matto et al., 2006; Shore, 2004). Although not its original intent, this multiple purpose
theory has recently been used to assist in career studies (Johnson & White, 2002;
Kallenbach & Viens, 2003; Wu, 2004). The following studies depict some of the ways
that MI have been used in research.
Multiple Intelligences Career Studies
Originally, the theory of Multiple Intelligences was not designed as a career
assessment (Franklin, 2006; Strasser & Seplocha, 2005) however, when MI is considered
as a core component in analytical or academic intelligence in relationship with other
components, it can lead to a successful career (Wu, 2004). According to Wu (2004), MI
could be combined with three other components such as personal intelligence, practical
intelligence, and creative intelligence in a balanced relationship that can ultimately result
in a fulfilling life and the success of a career (Wu, 2004). Wu (2004) describes personal
intelligence as ones social and emotional maturity, connecting it to Multiple
Intelligences interpersonal and intrapersonal intelligences. The social aspect would

42
coincide with interpersonal intelligence, and emotional maturity would reflect ones
ability to be self-reflective and intuitive, both aspects of intrapersonal intelligence.
Practical intelligence refers to a persons ability to function in the routine of ones daily
life and solve any problems that occur therein. Creative intelligence refers to the
combination of creative problem-solving and a connection with feelings and attitudes
(Wu, 2004).
Wus (2004) career model is part of an educational reform project and four-year
(1999-2003) research project in which Wu (2004) focused on innovative strategies that
would benefit students beyond the classroom and into their careers. Wu (2004) suggested
that in order for educational reform to be successful, MI should be incorporated.
Furthermore, Wu advises teachers to learn how to discover their students diverse
characteristics and needs and how to teach diversity through variety, to realize an ideal of
school without failure (Wu, 2004, p. 191). Wus (2004) vision of educational reform
reflects the idea that MI could be used as the foundation in combination with the other
three components, in an effort to assist students to maximize their career potential and
lead a fulfilling life. Because the focus of this research study addressed assisting students
to identify their careers, Wus (2004) article is significant because it supports the concept
that although MI originally was not intended for career exploration, it is useful for that
purpose, in addition to being a great tool for educational reform.
Kallenbach and Viens (2003) conducted one of the few studies that provide a
glimpse into the promise of MI when used for exploring careers for students beyond a
secondary level of education. Their study on adult literacy education was designed to

43
question how the use of MI theory could support instruction and assessment in adult basic
education, adult secondary education, and English for speakers of other languages. This
study operated on a naturalistic plain that allowed educators to incorporate MI theory into
the classroom and collect additional data for the study through onsite observations,
qualitative interviews and journals developed by instructors. Kallenbach and Viens
(2003) were able to determine two basic categories from their study that they categorized
as MI Reflection and MI Inspired instruction. In the category of MI Reflection, the
following solutions were noted during observations:
1

Nontraditional learning activities were embraced due to the knowledge of MI

theory. The researchers suggested that teachers knowing students MI
strengths prior to initiating a nontraditional and passive activity could be
redesigned to be a more positive learning experience because they would be
more knowledgeable and better equipped to understand the outcome of the
various strengths of each student.

Students perceptions in regard to their career aspirations and their skills

were enhanced because of awareness of MI. Students were able to make a
connection between their skills, talents and interests as it relates to their
specific MI strengths and possible career niches.

Learning strategies were more easily identified due to MI. Teachers were
able to identify students who were auditory, visual, or tactile learners more
easily because of their connection to certain MI strengths.

44
Kallenbach and Viens (2003) concluded that the use of MI-Inspired instruction
was helpful in providing students with an opportunity to take a more active and direct
role in learning activities, as opposed to teachers always providing the direction that a
lesson would take. The researchers also noted that authenticity in the learning
experiences increased and that learning seemed to be more meaningful and relevant to
these students. This study is important because in addition to enhancing instruction
through the use of MI, the authors also recognized that there is a link between MI and
career aspirations or career niche; that concept supports this research study.
Criminal Justice students at the University of West Florida participated in a study
to identify what career might best suit them, based on the strength of their Multiple
Intelligences. Of the over 200 self-directed surveys that were completed, 189 or 72%
were usable; the other 11students did not indicate a career choice on their survey
(Johnson & White, 2002). More than half of the participants were female (n=110 or
58.8%) and (n=77) or 41.2% were male. Participants ranged in age from 18 to 53 and the
median age was 22. Results indicated that the occupation of federal law enforcement
(50.3%) was selected more than the other occupations. Careers in corrections (11%);
juvenile detention (5.9); city, county or state law enforcement (5.3); and court personnel
(5%) were the other noted criminal justice professions.
Based on MI results, 65% (n=115) of participants indicated strengths in
intrapersonal intelligence, which Johnson and White (2002) contributed to the strength of
being self-reflective and an awareness of ones internal state (p.382). The authors add
that this particular strength thinks and reasons at a higher level that allows them to

45
understand and connect to others effortlessly. Johnson and White (2002) believed that
criminal justice careers would be well served by such attributes as those exhibited by
persons with intrapersonal intelligence.
Other significant MI results were that verbal-linguistic intelligence indicated more
of a strength for females (10.9%) than males (2.6%), and visual-spatial intelligence was a
strength for criminal justice majors under the age of 22 (Johnson & White, 2002). The
authors noted that the strength in verbal-linguistic skills could be a benefit for the few
females who seek a career as an attorney; however, it could be considered a weakness for
those who did not select it and are seeking a career in law enforcement (Johnson &
White, 2002). Criminal justice students under the age of 22 were noted as being more
visual-spatial than older criminal justice students because they were more likely to have
grown up playing video games; therefore the authors concluded that their criminal justice
careers will involve computers, multimedia and other high-tech gadgets (Johnson &
White, 2002, p.384).
The Johnson and White (2002) study is significant because it assisted students to
identify their Multiple Intelligences strengths and weaknesses based on their MI
assessment and a self-identified occupation. This research could be used to assist students
in determining if their Multiple Intelligences strengths or weaknesses could assist them or
hinder them in their self-identified career choice. Furthermore, this study also supported
the concept that MI is linked to careers and provided a foundation for this research study.

46
Other Significant Studies in Multiple Intelligences
Matto et al. (2006) at Virginia Commonwealth University conducted an
exploratory study to determine faculty perceptions of the importance and effectiveness of
MI when used for social work practice and social work education. Participants were 91
faculty members, composed of a mix of ethnicity and gender, most of whom were
Caucasian (78%) and female (60%). Participants completed an online survey that
requested they rank seven of the eight MI strengths (naturalistic was not considered for
this study), based on six-point Likert-type scale to determine their degree of importance.
Results indicated that most faculty members determined that linguistics (97.2%),
intrapersonal (94.3%), and bodily-kinesthetic (89.7%) had the highest level of
importance; mathematic/logical (29.4%) was ranked as the lowest degree of importance.
Matto et al. (2006) also found that interpersonal (79.4%) was considered
important to the participants, stating that linguistics, intrapersonal and interpersonal were
all rated important to very important in terms of overall social work practice (p. 410).
In degree of effectiveness, both linguistics (79.2%) and intrapersonal (64.0%) were
highly ranked, and the lowest degrees were indicated by spatial (7.8%) and logical
mathematic (8.0%). The researchers also further analyzed areas of research, policy,
human behavior, and social justice for each of the intelligences. Although the researchers
stress that this study was not empirical in nature, its significance addresses the future
possibility of training social work advisors by nurturing specific intelligences such as
linguistics, intrapersonal, and interpersonal intelligences; additionally it demonstrated
that certain MI strengths can be linked with traits related to certain careers.

47
Some researchers have considered the differences in intelligence strength between
males and females as the topic for study. Loori (2005) sampled 90 international English
as Second Language students from 25 different countries (45 males and 45 females)
between the ages of 18 and 46 who were enrolled at three different institutions: Yale
University, Gateway Community College, and Texas Technical University. Loori (2005)
used the Teele Inventory for Multiple Intelligences that has been used at more than 450
public and private schools to determine MI strengths. The overall highest mean score was
in interpersonal intelligence with 4.98 and a standard deviation of 1.61. Loori (2005)
attributed this elevated response to the fact that most of these students desired to learn
through social activities.
The second highest was logical-mathematical with a mean of 4.31 (SD = 2.00).
When gender differences were taken into account, interpersonal intelligence still also
ranked as the highest strength for both males (5.22) and females (4.73); however, logicalmathematical was the next highest strength for most males, whereas females second
highest intelligence preference was noted by spatial intelligence with 4.18. Loori (2005)
then compared these results to similar studies that reviewed gender differences,
specifically males who indicated learning preferences and found that this study found
similar results to those of Bowd and Brady (2003), Delgado and Prieto (2003), and
Furnham, Clark and Bailey (1999) who all indicated that males demonstrated a strong
preference in logical-mathematical Intelligence. This study is significant because it
addresses gender difference, which has been linked with Multiple Intelligences.

48
Case study was the selected methodology in an MI study that explored the
changes that occurred during two different teacher-preparation courses (Shore, 2004).
The one research question noted was How does MI-based instruction in teacher
preparation prompt teacher change? (p. 6). Two teacher participants were selected as the
case study participants in Shores (2004) study; however, all teacher participants from
two preparatory courses completed quantitative surveys. Additional data collection
included three classroom observations where field notes were taken and a review of class
work; individual interviews with the two case study participants were conducted to
collect background information (Shore, 2004).
Both participants reported having been exposed to and having experienced
positive results incorporating the theory of Multiple Intelligences in their classrooms.
Sarah and Wendy, the two case study participants, reported that their students became
more engaged in the lessons, were more eager to learn, and were more willing and ready
to participate in their lessons. Some students even commented that they were able to learn
more based on this type of instruction. However, a few other teachers who also
participated in the study, who instructed basic courses, preferred more traditional
teaching approaches that were lecture-based. Shore (2004) concluded that although there
was a difference in effects of how MI was perceived by participants in this study, future
teacher preparation courses should consider providing student teachers with options of
how they can better instruct ethnically and culturally diverse students. Specifically,
student teachers should be provided with the knowledge of MI-based problem-solving

49
skills in the form of activities and assignments that will better engage and serve their
students.
Because the theory of Multiple Intelligences is such a well-known and respected
theory, it is not unusual that it has been used in comparison to other forms of intellectual
assessments. This is what researcher Sarouphim (2002) did in a study that identified
gifted minority students. Using the assessment Discovering Individual Strengths and
Capabilities through Observing while allowing for Varied Ethnic Responses
(DISCOVERY), Sarouphim (2002) sampled 303 ninth-grade students: 50% were
Hispanic, 29% were Native American, and 21% were Caucasian. Males were 50.5% of
the group and females were 49.5%.
Five activities are used in DISCOVERY assessments: drawing and construction,
which is comparable to MIs spatial artistic; Word Play and Writing, MIs linguistic;
Individual Tandrums, MIs spatial analytical and logical mathematical; and Group
Tandrums which is compared to MIs interpersonal intelligence. All of the DISCOVERY
activities are specifically designed to be culturally sensitive. Student participants were
observed by three different observers who rotated their observations with each new
activity. Observers then reviewed student performance during the activities and were
provided with a checklist to record specific outcomes. Each student received a separate
rating based on their performance for each activity.
Interobserver correlations were conducted to make comparisons between MI
theory and DISCOVERY. Sarouphim (2002) reported that although the correlations were
generally low, the highest correlation was r=0.567 when comparisons were made

50
between DISCOVERYs Word Play and Writing and MIs linguistic. The lowest
correlation was r=0.193 when comparisons were made between DISCOVERYs Drawing
and Construction and Writing compared to MIs spatial and intelligence. No significant
differences were indicated in terms of gender and ethnicity. Sarouphim (2002) identified
89 or 29.3% of the students as gifted and found evidence that there is a good correlation
between DISCOVERY and Multiple Intelligences; however, some would debate this
conclusion.
The research literature offers few examples of comparisons between assessments;
Sarouphims (2002) study is an important exception. Sarouphim (2003) compared MI
theory to DISCOVERY; however, for this research study a comparison was made
between the Multiple Intelligences theory and the Holland code theory.
All of the studies on Multiple Intelligences that have been reviewed indicate that
its value of a theory has been successful in understanding and assessing student learning
styles, strengths, and reflects students interests in elementary, middle, and high school;
however, few studies have used MI as anything more than another personality-type
assessment. There is a possibility that MI can be used as a valuable resource when
appropriately and intentionally used on a postsecondary level. Furthermore, when
coupled with Hollands theory on vocational careers this theory may solidify students
understanding of vocational interest, career aspirations and possible career niche in a
particular industry based on their MI strengths.
As noted earlier, when considering the importance of career exploration, and
providing students with the best opportunity to discover their career niche, Lulgjural and

51
Cooley (2006) urge career advisors to use a variety of career assessments. Holland code
theory is one of the leading assessments used in assisting with career exploration
(Helwig, 1997; Miller, 2002; Weinrach, 1980) and Gardners theory on Multiple
Intelligences not only has been used to assist students in gaining a better understanding of
their career aspirations (Kallenbach & Viens, 2004) but also provides overlapping
interests with Hollands theory. It is these overlapping interests that help students create
the connection to better comprehend their specific career niche. Listed below is a
comparison chart of the researchers creation that illustrates the overlapping interests
represented in Hollands theory and Gardners theory.
Table 1
Hollands Typologies and Multiple Intelligences Strengths Comparison Chart
Hollands typologies
Realistic
Investigative
Artistic
Social
Enterprising
Conventional

Multiple Intelligences strengths

Body/Kinesthetic
Mathematic/Logic
Musical
Interpersonal
Verbal/Linguistic
Intrapersonal

Holland Theory and Gardners MI Theory Compared

It is the intelligences that are fundamental in their support of the personality types
which are noted in Hollands theory of vocational assessments. For example, those who
are assessed as Realistic using Hollands theory could also be assessed as body/
kinesthetic in Gardners theory because both of these types of people are in tune with
their body and enjoy working with their hands to accomplish tasks (Gardner, 1983;
Gottfredson & Holland, 1996). They are known to occupy positions as athletes,

52
gardeners, mechanics, or perhaps dancers. MVP professional basketball player LeBron
James or former professional ballet dancer Mikhail Baryshnikov might be recognized as
being well-suited in these categories.
Those who are assessed as Investigative using Hollands theory could also be
assessed as mathematic/logical in Gardeners theory because of their appreciation and
understanding for science and mathematics. The similarity with these categories
addresses an interest in solving or investigating problems (Gardner, 1983; Gottfredson &
Holland, 1996). The major overlapping interest is an appreciation of knowledge, the mind
or logic, or a combination there of (Gardner, 1983; Gottfredson & Holland, 1996).
Common careers in this category could include professor, mathematician, scientist, and
physician. For example, consider the creators of the theories used for this study, John
Holland (Holland code) and Howard Gardner (MI). Both theorists used their minds to
develop logical and practical theories to assist with career guidance. Other examples
could include mathematician Sir Isaac Newton and Dr. Jonas Salk who developed the
polio vaccine.
Those who are assessed as Artistic in Hollands theory could also be assessed as
musical in Gardners theory, when considering that those who are assessed as such would
typically possess creativity as a means to express their artistic ability, which is the
primary overlapping interest (Gardner, 1983; Gottfredson & Holland, 1996). The premise
behind creativity is the ability to use ones imagination to develop new and original ideas
within an artistic context. Because music is also considered a creative form of art, it is
easily compared to the Artistic category regardless of its use of instruments, voices, or

53
arrangements. When considering the musical comparison, one aspect to keep in mind is
that, for some, being musically inclined is not necessary simply having an appreciation
for music is what would be indicated as a result during the assessment (Gardner, 1983).
With that said, careers in this category would focus on the creativity aspect. The
following career examples all share the overlapping interest of people who occupy both
musical ability combined with creative artistic ability. For example, Grammy-winning
artist Lenny Kravitz also expresses his creative talents in his interior design firm that he
opened in 2005 called Design. In 2007, pop artist Justin Timberlake partnered with
William Rast to design an innovative pair of jeans that they call TrueJeans. And finally
rapping and acting was not enough to satisfy the creative interest of LL Cool J, who
recently started designing apparel for Sears.
Other comparisons can be made with Hollands Social code when compared with
Gardners interpersonal strength; these could be considered synonyms. These overlapping
categories are defined as relating well with others or possessing the desire to assist or aid
others, or desiring to work in an environment with others (Gardner, 1983; Gottfredson &
Holland, 1996). Careers in this category could include nurse, social worker, or teacher.
An example would be Nurse Florence Nightingale.
The Enterprising code in Hollands theory and the verbal/linguistic strength for
Gardners theory also indicates an overlapping interest. Those who are assessed as
Enterprising are natural leaders and possess the ability to persuade others through the gift
of strong verbal communication skills; therefore, the connection to MIs verbal/linguistic
is strong (Gardner, 1983; Gottfredson & Holland, 1996). Careers in this category could

54
include entrepreneurs, politicians, or comedians. Examples could be Bill Gates, President
Barack Obama, or Jerry Seinfeld.
A final comparison can be made between the Conventional code for Hollands
theory and intrapersonal for Gardners theory which are similar in that both indicate that
they work well independently and can usually conform to change through a reflective
process (Gardner, 1983; Gottfredson & Holland, 1996). Careers in this category could
include administrative assistant, secretary, or data entry operator. An example could be
most of the typical clerical occupations that work independently.
Both of these theories has received much attention and acclaim for assisting
students in maximizing their learning experiences by accurately determining their
intelligences through Gardners theory (Loori, 2005; Sarouphim, 2002; Shore, 2004) and
by matching personality types to appropriate working conditions based on typologies
through Hollands theory ( Helwig,1997; Miller, 2002). Although both theories display
strong qualities when used independently, when combined, there is a possibility that these
theories can be beneficial in assisting fashion students in directing their path toward their
career niche in the fashion industry. And it is that possibility that was researched in this
study.
Role Model Studies
Career advisors have also recommended the seamless integration of qualitative
combined with quantitative assessments (Whiston & Rahardja, 2005). Therefore the
identification of role models has become an essential component in career exploration,

55
specifically to assist students in understanding how others have impacted their life
(McFarland et al., 2000; Rivera, Chen, Flores, Blumberg, & Ponterotto, 2007). Quimby
and DeSantis (2006) examined this method of career exploration in their study when they
explored the influence of role models as compared to self-efficacy when using RIASEC
typologies of Hollands theory. They concluded that role model influence added to the
prediction of career choice over and above the contribution of self efficacy (p. 303).
Therefore for the purpose of this study, the identification of a role model was used for the
qualitative component to this study, combined with both the Holland code and Multiple
Intelligences assessments, which is reviewed in the following section.
The concept of linking role models to career exploration is useful because those
who are advised are able to share the experiences of someone who has made a difference
in their life, possibly with the career niche in which they may choose to work. There is a
potential for a huge impact for the person who is identifying a role model (McFarland et
al., 2000; Quimby & DeSantis, 2006). One study that combined the influence of role
models and Hollands typologies assessed 368 female undergraduates to determine if
self-efficacy and role model influence were predictors of a possible career choice
(Quimby & DeSantis, 2006). Participants ranged from age 18 to 25 and were
predominately Caucasian (82%) with (8%) African-American, (4.7%) Asian American,
(1%) biracial, (03% )Latino/Hispanic, and (4%) indicated an ethnicity of other.
Participants were enrolled in an Introduction Psychology course. Participants were asked
to complete an online survey that measured their career self-efficacy, noted their role
model influence, and career choice consideration for each of the six typologies

56
(RIASEC). Researchers reported positive results by stating, self-efficacy and role model
influence accounted for significant variance in career choice in all six RIASEC
typeswith the exception of Investigative careers (Quimby & DeSantis, 2006, p.303).
Additionally Quimby and DeSantis (2006) suggested that according to their descriptive
data, the greatest need for role models is in careers that include nontraditional
occupations for women, such as Realistic and Investigative (p.304). What makes this
study significant is the fact that it not only demonstrated the importance of using role
models as a predictor of career choices, but it also linked Hollands codes to the career
choice.
In a study to determine if role model characteristics contributed toward career
decision making among students, 405 participants, 280 females and 125 males in an
undergraduate psychology course were provided extra credit to complete a questionnaire
(Perrone, Zanadelli, Worthington, & Chartrand, 2002). Researchers hypothesized that
role model supportiveness and relationship quality would influence career decision.
Additionally, the researchers assessed participants impact on inspiration and proactive
career behavior. Participants who reported interaction with a quality role model also
typically reported being more inspired (M = 3.64, SD = 0.66) and more likely to
demonstrate proactive career behavior (M = 3.89, SD = 0.38) than before they were
exposed to the role models, which according to the authors, reinforces the importance of
exposure to quality role models.
This study supported the importance of the exposure to role models and how they
can make a difference to a student when considering career decisions. Additionally, when

57
considering this research study, student participants were exposed to industry
professionals during Week 4 when three guest speakers shared their expertise. Several
students usually receive internships and continue corresponding with industry
professionals after this experience. Finally, during the Dream Job Presentations, which
occurred during Weeks 9 and 10, student participants were required to contact an industry
professional who personifies their Dream Job and interview them. It is this type of
exposure that I believe the researchers of the Perrone et al. (2002) study were supporting
in their study and in turn, supports this current research study.
According to researchers, the results indicated that participants felt supported by
their role models and established high-quality relationships with them (Perrone et al.,
2002). Additionally their study is significant because it further supports the importance of
not only of having a role model but also of having a strong relationship with that role
model.
In some ethnic communities the concept of identifying family members as a role
model and linking them to a career choice is common (McFarland et al., 2000; Rivera et
al., 2007). In the article, The Effects of Perceived Barriers, Role Models, and
Acculturation on the Career SelfEfficacy and Career Consideration of Hispanic
Women, 438 surveys were distributed to Hispanic women attending an introductory
course at an urban community college in the eastern United States; 131 responded to the
survey. Of the 131 participants, 60.3% reported being born outside the United States
mainland; the mean age was 25 and the ages ranged from 17 to 54; 67.9% (89) were
single, and 19.1% (25) were married (Rivera et al., 2007). Researchers were interested in

58
determining perceived barriers that may impact career consideration. Results indicated
that (a) career self-efficacy was a predictor for choice role models in both male- and
female-dominated careers for this particular sample of Hispanic women; (b) very little
relationship was noted between the other variables of interest and self-efficacy; (c) there
were perceived barriers that directly affected female-dominated career consideration but
had no effect on male- or female-dominated career self-efficacy nor on male-dominated
career consideration (d) Anglo acculturation contributed significant variance to femaledominated career self-efficacy, but did not contribute to male-dominated career selfefficacy; and (e) Hispanic acculturation and role model influence were not related to
career self-efficacy, and role model influence was not related to either the male- or
female-dominated career consideration models (Rivera et al., 2007).
What is significant about this study is that it is one of the few studies describing
barriers that can exist when there is a lack of exposure to the most appropriate role
models, for example role models who are not in a position to build a trusting relationship
with aspiring colleagues, or who lack industry experience and are not equipped to pass on
the guidance that youth need. Researchers suggested that working with their self-efficacy
would be beneficial. Also it is important to expose them to and encourage them in career
options and academic opportunities such as mathematics and science (Rivera et al.,
2007).
In another article, African American Female Physicians in South Carolina: Role
Models and Career Satisfaction, 132 surveys were mailed to physicians in that state. The
open-ended survey questions addressed why the physicians chose their career; of the 132

59
surveys that were distributed, 62 or 47% participated in the study. The first question on
the survey addressed their reason for selecting their career. Participants answers varied
from reasons of altruism (34), interest in science and intellectual stimulation (30) to
family influence (13). The second question addressed their likes and dislikes about being
in the medical field. Participants stated that they were satisfied with their altruistic efforts
(43), how it has challenged them intellectually (7), and how it has helped financially (9).
The third question of the study asked participants to describe any person who may have
influenced the participant to become a physician. In 69% of the surveys, participants
indicated that family members had an impact on their decision specifically many women
mentioned their parents rather than just their father or mother, which partly accounted for
the nearly equal number of men and women role models (McFarland et al., 2000, p. 984).
What is significant about this study is the importance of family members and influence
that family members have in career choices as role models (McFarland et al., 2000), a
concept noted in previous exploratory studies for use in this research study.
In addition to using the Holland code assessment, MI assessment, and the
identification of a role model, I also employed the careerstyle (Savickas, 1989)
exploration method by asking student participants to identify their favorite book or
magazine and television program in an effort to assist them in making a connection with
their career niche.
As noted previously, there are a plethora of career opportunities available to
fashion students other than buying, designing, and retailing; therefore, not only should
fashion students be exposed to the multitude of various fashion occupations, but most

60
importantly they should be guided to understand what positions are best suited for them
based on their skills, talents, interests, strengths and personality. In other words, the
primary purpose of this study was to assist fashion students in selecting a career niche
based on their skills, talents, strengths and personality using the Holland code
assessment, the Multiple Intelligences assessment, and the identification of a role model.
Specifically, fashion students were asked for their perception of the usefulness of this
career exploration model.
To date, no study has combined both theories and the identification of a role
model in an effort to determine their usefulness in assisting college students to determine
their career niche. Therefore, the primary purpose of this study was to propose a career
exploration model for first-quarter students at The Art Institute of Charlotte that reflected
their personality, skills, and interest. Specifically, the career exploration model was to
assist fashion students in identifying their career niche. Student participants used the
combined assessments of Holland theory and Multiple Intelligences theory, and the
identification of a role model. Additionally, the component of selecting a favorite book or
magazine and favorite television program was used to assist participants in making
connections to their career niche. The secondary purpose of this study was to measure
awareness of various positions in the fashion industry after the career exploration
process. Fashion students were provided with an opportunity to take part in a group
career exploration project and presentation, and also work with a Holland Code Fashion
Careers Chart, which was developed for the current research study and reviewed by Peer
Professionals. Students were then asked to determine the extent of the career exploration

61
model and project, in other words, their perception of usefulness was determined for this
research study.

CHAPTER III
RESEARCH METHODOLOGY
Introduction
In the preceding chapter, the literature review included a general description of
research studies for career exploration in the fashion industry, the Holland code, Multiple
Intelligences, and role models identification that could link to a career choice. This
chapter describes the research design used for this study. The primary purpose for this
research study was to determine the perception of usefulness when developing this career
exploration model, in addition to a secondary purpose which was to measure awareness
of various positions in the fashion industry after the career exploration process and by
using the Holland Code Fashion Career Chart that was developed by the researcher and
reviewed by Peer Professionals.

Research Questions
1.

To what extent does the Holland code assess student participants perception
of their career niche in the fashion industry?

2.

To what extent do the student participants perceive they are prepared for
their career in the fashion industry by participating in the Dream Job
presentation?

62

63

3.

To what extent do student participants perceive that they can make a

connection between the Holland code theory and the Multiple Intelligences
theory in identifying their career niche?

4.

To what extent can student participants perceive a connection between their

role model and their career niche?

5.

To what extent can student participants perceive a connection between their

favorite book or magazine and their career niche?

6.

To what extent can student participants perceive a connection between their

favorite television program and their career niche?

7.

To what extent has career exploration assisted student participants to become

more exposed to new occupations in the fashion industry?

Methodology
Educators have the unique opportunity to not only share knowledge but also to
enhance it by being professional problem solvers who are committed to improving both
their own practice and student outcomes (Mills, 2003, p. 10). Such educators are
committed to enhancing their teaching methods in an effort to better understand how
students learn and to improve the student learning process (Mills, 2003). Action research,
specifically for educators, which was the methodology used for this research study,
provides the opportunity for educators to design a change within the structure of an
educational setting that addresses a specific problem, implement the change, and assess
its effectiveness (Hatch, 2002 & Mills, 2003).

64
According to Mills (2003) there are two types of action research, one of which
allows for educators to emphasis a how-to approach, on individual terms while
maintaining autonomy, that type is called practical action research and is the type that
was selected for this study. During the course of this research study the how-to approach
is clearly outlined in an effort to allow future action research educators to use this career
exploration model. Additionally, I was given complete autonomy during the term of this
research study.
The research questions used for this study were incorporated into a semantic
differential survey. Of all the research tools, the semantic differential survey was one of
the most valuable because it reflected the foundation of the study itself. Research
questions were formulated to mirror another perception study conducted by Rhodes and
Carifio (1999) additionally the researcher used Palomba and Bantas (1999) semantic
differential model as a guide when developing the survey.

Validity and Reliability

When considering the validity of the survey used for this study and confirming if
it measures what it is suppose to measure according to Palomba and Banta (1999) there
are specific criteria in place for educators who conduct action research studies that Mills
(2003) suggest a perspective supported by researchers Anderson, Herr & Nihlen (1994)
who recommends the following criteria. The criteria suggests a five step validity process
that includes checking to see if democratic validity, outcome validity, process validity,
catalytic validity, and dialogic validity occurred. The following chart and paragraph

65
details the validity process for the semantic differential survey which reflects the
foundational validity of this action research study.
Table 2
Andersons Validity Criteria Table
Criteria
Democratic validity

Outcome validity

Process validity
Catalytic validity

Dialogic validity

Test Question
Have multiple perspectives
been represented in the
survey/study?
Has a resolution of the
problem resulted from the
action of the survey/study?
Was the survey/study
conducted competently?
Did the results of the
survey/study initiate
specific action?
Was the survey/study peer
reviewed?

Response
Yes

Yes

Yes
Yes

Yes

For action researchers, it is important for the questions within the survey of the
study to reflect a democratic or inclusionary perspective. For this research study,
instructors, advisors, directors and students recognized that a change would not only
provide an opportunity for students to become exposed to their career niche, but also they
would be able to measure the awareness of being more exposed to additional fashion
careers. Outcome validity questions if a successful outcome was obtained from the action
research. In this study, perception of usefulness is evident and is detailed in the
conclusion. Process validity questions if the survey was conducted in a dependable and
competent manner. When considering if the semantic differential survey was conducted
in a dependable or reliable manner, each student participant completed the survey
anonymously in an effort to ensure that they could feel completely comfortable stating

66
their perceptions on the survey, once the surveys were completed each student participant
submitted the surveys to the researcher with the results face down. Catalytic validity
addresses if the results from the research survey prompted action, which it did. Based on
this research study, student participants are specifically aware of their career niches that
reflect their skills, talents, and interests, and are now in a better position to directly focus
on obtaining the dream job that corresponds to their career niche. Additionally, student
participant are required upon graduation to prepare a portfolio which is career focused.
Now they are better equipped to do so. Also, student participants are more aware of
fashion careers in the fashion industry. Finally, dialogic validity questions if the research
survey was reviewed by a peer, which this research study was reviewed by a Peer
Professional who specifically assisted in the analysis of all data and also, Peer
Professionals reviewed the Holland Code Fashion Career Chart (Mills, 2003).
Other assessment tools in this research study such as the Holland code assessment
and the MI assessment were both assessed on line and developed by independent parties.
The final assessment tools were the pre- and post career test which the researcher
basically asked student participants to write down the careers that they were exposed to
prior to and after the Career Exploration Group project in an effort to measure awareness
of the various positions in the fashion industry.
To indicate validity or to ensure that data measures what it is suppose to measure
(Palomba & Banta, 1999), action researchers could conduct other validity measurements
according to Mills (2003). Another perspective which Mills (2003) supports is developed
by Maxwell (1992) who developed descriptive and interpretive validity. Descriptive

67
validity can also be described as factual and is concerned with the action researchers
ability to present an accurate account of the participants data without distorting it.
Interpretive validity is described as pertaining to the participants view or perspective and
using their own words. For the purpose of this study, the researcher used descriptive
validity for the Holland code and MI assessments and interpretive validity for the preand post career tests (Mills, 2003).
The Holland code assessment which was used to access student participants
Holland code results was useful because student participants needed them for both the
Dream Job presentation and the career exploration project and presentation. Student
participants were able to take the assessment on line at
http://www.roguecc.edu/Counseling/HollandCodes/test.asp . The assessment was
developed by Dr. Mary Askew in conjunction with hollandcodes.com. Dr. Askew is a
Certified Global Career Development Facilitator and the website for the assessment has
been visited approximately 147,000 times by people who have taken the assessment.
Student participants completed the on-line assessment, printed two copies and provided
one copy to the researcher and they kept the other copy. In accordance to descriptive
validity and maintaining factual accuracy of data, each student participant provided the
researchers with an additional copy of the assessment, they also reported their results in
each of their presentations, additionally a member check was conducted to ensure that the
data was factual and therefore descriptive validity applies (Mills, 2003).
Permission has been granted to use this assessment. Please refer to Appendix K.
Regarding the reliability, which according to Mills (2003) indicates consistency in which

68
data measures what the researchers is attempting to measures over a period of time.
When compared to pilot study the Holland code results were very similar current study
statistically. For example, in most pilot studies student participants either possessed an
A or an S or both Holland codes in the three letter codes, usually these codes were
either their primary or their secondary codes Murray & Hall, 2001).
The MI assessment which was used to assess the MI strengths and weaknesses
and was useful because it complemented this research study by providing the secondary
assessment tool in which to make comparisons to the Holland code and determine
overlapping interests for the Dream job presentation. The assessment is available on line
at http://www.jobsetc.ca/toolbox/quizzes/mi_quiz.do. This assessment was developed by
Phyllis Reardon and Isabelle Dyke of Careers through Multiple Intelligences who
provided permission to Canada Prospect 99/00 Inc. Student participants completed the
on-line assessment, printed two copies and provided one copy to the researcher and they
kept the other copy. In accordance to descriptive validity and maintaining factual
accuracy of data, each student participant provided the researchers with an additional
copy of the assessment, they also reported their results in each of their presentations,
additionally a member check was conducted to ensure that the data was factual and
therefore descriptive validity applies (Mills, 2003). The researcher was given permission
from use this online assessment by the Canada Prospect 90/00 Inc. (see Appendix L).
Canada Prospect 90/00 Inc. operates the website Job Bank Service Canada which offers a
hyperlink to the MI assessment. The Job Bank Service of Canada is the official website
for the country of Canada and has provided services for hundreds of thousands of

69
Canadian workers since it was developed in the late 1960s.
When considering its reliability, similar results from pilot studies indicate that the
MI assessment can be considered as a reliable assessment tool. For example, most student
participants from a previous pilot studies were well aware of the overlapping interests
with their musical strengths which indicates creativity and their A Holland code which
indicates artistic but also a strong sense of creative ability.
The pre- and post career test were developed to measure awareness of various
positions in the fashion industry after the career exploration process. In terms of validity
when keeping Mills (2003) definition in mind that interpretative validity reflects how the
researcher was able to preserve the integrity of the participants perspective, for example
using their own words during data analysis. As noted earlier the pre- and post career test
were compiled list completed by each student participant which indicated their specific
knowledge of careers that exist in the fashion industry. The specific verbiage that each
student participant used was represented in the research study and member checks was
conducted to ensure interpretive validity (Mills, 2003).
When considering if the tests both pre- and post career were reliable, again it is
important to consider the similar measure of awareness which occurred during the pilot
studies. All students were able to learn new fashion careers that they were not exposed to
prior to the exploration project and presentation; primarily, the similarity with most of the
students occurred when the comparison was made with their exploration group project
research and Dream Job research. Because of the two major projects in the study, student
participants became more aware of fashion careers that were directly related to their

70
career niche and others student participant s career niches, and those experiences left
lasting impressions.
Background/Pilots
From the spring of 2007 until the fall of 2008, seven exploratory studies occurred
to inform the development of the course and the design of the study. During this time,
students enrolled in the Fashion Industry Survey class and participated in a two-part
study to identify their career niche. The first part was an exploratory career group
assignment and the second part was the Dream Job presentation with an optional
individualized consultation. The Dream Job presentation focused on the student
participants ability to identify their career niche. The optional individual consultation
provided student participants with an opportunity to receive guidance and assistance in
making the connection with the overlapping interests of the Holland code and MI, their
role model selection, favorite television program, and favorite book or magazine. The
results and feedback from students, who participated in each exploratory study each
quarter, indicated that students have a good understanding in their perception of the
usefulness of the assessments that reflect one of the goals of the study, specifically the
career exploration model which is designed to identify a career niche. The overall
structure and assignments offered during the exploratory studies have remained intact;
however, slight modifications were made each quarter to enhance the overall structure of
the study. Examples of modifications include how data was tracked; consistently using
index cards that were updated regularly; using an online assessment for the Holland

71
theory rather than a paper assessment, and switching from the use of one MI online
assessment to another because of permission issues, or lack thereof. Specifically in The
Dream Job presentation, other modifications consisted of adding the requirement of
contacting a professional in the industry who occupies the same occupation as the
selected dream job and also completing a Dream Job Worksheet with students working
first in pairs and then quartets to collaborate to complete the worksheet.
Site
The school is located in North Carolina on the south side of the city in a wellestablished and thriving business-oriented complex. During the course of the study,
research primarily occurred in the natural setting of a classroom environment.
Specifically, most research was conducted in the classroom at The Art Institute of
Charlotte located on the second floor next to the Graphic Design Directors office. The
classroom has one door and a full plate glass window with blinds. Twenty desks are
neatly arranged in five rows across the room facing the instructors desk and the
chalkboard. To the right of the classroom, there is a number of dress forms neatly tucked
away behind a black curtain. In the front of the classroom is the instructors desk, the
chalkboard and an overhead screen.

72
Setting
The Course
The Fashion Industry Survey course is an introductory course that provides firstquarter students with an overview of the fashion industry while emphasizing various
careers. This study provided student participants with an opportunity to become exposed
to various fashion careers in the industry while selecting a specific career that reflected
their skills, talents, and interests. The next section outlines the framework for this study.
Timeline of Study
The overview of this study details the specific plan that took place on a weekly
basis during the 11-week quarter. It details the assessments that were used, the work of
the participants and the manner in which the study as a whole was executed.
Week 1. On the first day of class during Week 1, student participants met for
class, which was 3 hours and 50 minutes. On the first day of class student participants
were provided with an overview of the course content. They were informed that the
course focused on the fashion industry and fashion careers and the researcher then
distributed the career pretest by requesting that the student participants write down as
many fashion careers that they were familiar with on a piece of notebook paper and place
their name at the top of that paper. Then the researcher collected the paper from each
student participant. This career pretest was then analyzed and compared to the career
posttest, which indicates the number of careers that student participants have been
exposed to during the course of the class, specifically because the career exploration

73
project and presentation were required activities of the course. The analysis process is
described in Chapter 4.
Student participants were then given a 4 x 6 index card. On the blank side of the
card they were asked to write their name. On the reverse side, where there were multiple
lines on the card, student participants were asked to write the name of their role model,
their favorite television program, and their favorite book or magazine. For student
participants struggled with identifying a role model, they were asked to consider writing
down the name of a person whom they admired because of the traits or characteristics
that person possesses and avoid writing down their parents and themselves as role
models. Student participants then took the Holland code assessment via
http://www.roguecc.edu/Counseling/HollandCodes/test.asp (Appendix D) at a computer
laboratory located in the school. The researcher requested that the student participants
print two copies of the results one for the researcher and the student. The assessment
produced a three-letter Holland code that the students used for both the career exploration
project and presentation and the dream job presentation. The researcher recorded each of
the student participants Holland code results on their index cards as they returned from
the computer labs and began numbering the participants index cards at that time (in the
upper right-hand corner) one through 12, and then filed each index card in a file box.
Student participants were grouped into the six Holland typologies (RIASEC) to
create six different groups for the Holland Code Career Exploration Group project and
presentation, which was determined, based on either their primary or secondary code. In
some cases, their tertiary code was needed to ensure that every typology was represented.

74
Specifically, the selection process reflected matching student participants with other
student participants who had high scores for each of the typologies (R, I, A, S, E, C). All
groups except the A and S groups contained two group members each, the A and S
typologies are usually the more popular typologies, as in past exploratory studies, and
therefore contained three group members. Additionally, the A and S typologies were the
second and third most popular typologies in Vignas (1996) study of interior design
students.
One important aspect of the selection process to keep in mind is the consistency in
typologies; students need to be paired with other students who have the same typologies.
In other words, they should be matched with other students so that at least one or two
typologies for each group member are similar even though the group will primarily report
on one Holland typology, not the full three-letter code. In Hollands original purpose for
his theory, people of like personalities desire to work in the same environment
(Gottfredson & Holland, 1996). Therefore, these students should and did collaborate well
together. The following indicates the matching process of the student participants for the
Holland Code Career Exploration Group project and presentation. R Group: Reese and
Nena; I Group: Janet and Shante; A Group Elizabeth, Victoria, and a nonparticipant; S
Group: Marie, Veronica, and Amanda; E Group: Melissa and a nonparticipant; C Group:
Cass and Aniya. Please refer to Chapter 4 for the detailed analysis and results.
After the groups were formed, the researcher reviewed the Holland code theory
and specifically each of the typologies with the student participants.

75
Week 2. On the second day of class during Week 2, student participants met again
for class, which was the standard, 3 hours and 50 minutes session. They worked in their
assigned Holland code groups for the career exploration portion of the study. The
researcher reviewed the Holland Code Fashion Career Chart (see Appendix E) and
requested that each group select two favorable occupations (those they were particularly
interested in researching) and two unfavorable occupations (those they were less
interested in researching) that reflect their Holland codes. Although based on congruency,
it is natural to assume that the group members will be interested in researching any
occupation that reflects their Holland codes, this is not always the case. Opinions varied
as to which two occupations to study-as they have with every quarter that this exploratory
study has been conducted; nevertheless, there had to be a group consensus on both the
favorable and unfavorable occupations. The purpose for selecting unfavorable
occupations was to provide student participants with the opportunity to become exposed
to occupations in which they perhaps could never imagine themselves being employed.
The reason for two or perhaps three unfavorable selections is because some codes such as
Investigative and Conventional do not offer as many options for fashion careers as do
other codes, specifically as primary codes occupations. These occupations are usually
secondary or tertiary codes occupations. Therefore, these groups have less of a selection
and the researcher should be mindful of this limitation. A full description of the student
participants career exploration group project is included in Appendix F.
The codes that were used in the Holland Code Fashion Career Chart for the
Holland Code Career Exploration Group presentation was created by the researcher using

76
a primary source, Gottfredson and Holland (1996) and a secondary source Askew (2007).
There were codes that were not noted on either the primary or the secondary sources and
needed to be developed in order to be added to the chart. These codes were developed by
taking an existing occupational code that was closely related to one of the primary or
secondary sources, reviewing the job description in detail, based on one of the text
sources (see references below) and formulating a three-letter code based on an
amalgamation of that information. For example, the researcher coded the occupation for
Boutique Owner, as ESC. The rationale for this coding is due to the fact that this
occupation requires an entrepreneur which is a characteristic of the Enterprising code. As
a business owner one would need to possess strong personal and selling skills, which are
typical of the Social code, and the second code indicated. Additionally, when comparing
the job description of a Boutique Owner to the job description of a Retail Store Manger
there is some parallel; therefore, the codes are parallel. In essence, one can make the
argument that a Boutique Owner is operating a small-scale retail store, so the codes
should be similar, a C which stands for conventional; further, solidifies the similarity
with these occupations because they are both responsible for maintaining administrative
tasks either within a retail store environment or a boutique. The other sources used for the
purpose of job descriptions include Fashion from Concept to Consumer, (Frings, 2003),
Fashion: The Industry and Its Careers (Granger, 2007), Creative Careers in Fashion:
Thirty Ways to Make a Living in the World of Couture (Hartsog, 2007), and The
Dynamics of Fashion (Stone, 2003). The chart was segmented based on the organization
of the fashion industry, an almost exhaustive list of fashion occupations with a brief

77
description. This chart was then reviewed by two fashion industry peer professionals.
Revisions were made based on their assessment.
Week 3. On the third day of class during Week 3, student participants met for
class and viewed a movie on various careers in the fashion industry. In class time was
also allotted for the student participants to work in their Holland code groups to conduct
research for their presentations.
Week 4. On the fourth day of class during Week 4, student participants met for
class. Various fashion industry professionals spoke to the participants and shared their
areas of expertise to better acquaint student participants with a personal perspective of
various fashion careers. The industry professionals who visited the class included fashion
designer, Tara Davis, owner of Flow Designs by Tara Davis a Fashion Design House;
Rachel Sutherland, style editor for the Charlotte Observer; and Denine Woodrow,
Manager and Owner of DP Woodrow & Co, an international consulting firm that
specializes in new business development and business strategies.
After a question and answer session with the guest speakers, the student
participants continued working on their career exploration group presentations.
Week 5. On the fourth day of class during Week 5, student participants met for
class. The Holland Code Career Exploration Group presentations were presented. One
group, the A group, did not present. Details and analysis of the presentations are noted in
Chapter 4. In preparation for the next step in the study, the researcher then introduced the
Dream Job Presentation assignment. Based on the Holland Code Career Exploration
Group presentations, student participants were exposed to 20 fashion occupations that

78
directly reflected their talents, skills, and interests. According to Hollands theory, these
work environments should be congruent with their personality. Additionally there were a
few other occupations that were reviewed briefly when the career chart was reviewed
during Week 2; although these careers were not researched some were possible career
niches depending on code congruency and interest, and students were able to consider
them as well for the final presentation.
Requirements for the Dream Job presentation are noted in Appendix G. Student
participants were permitted to select any fashion occupation on the Holland Code Fashion
Career Chart that reflected their Holland code; however, they were to provide an
explanation for the selection of their fashion occupation and how that occupation
reflected their Holland code. The beginning of the project and presentation is similar in
the requirements to that of the Holland Code Career Exploration Group project and
presentation. Additional requirements included reviewing The Art Institute of Charlottes
curriculum in an effort to become better prepared for the specific courses that would best
assist them in attaining their dream job, formulating a timeline to prepare themselves for
the journey ahead of them, interviewing a current professional who is employed in the
profession that they have deemed as their dream job, and determining if there were any
additional assistance they might need to aid them in their journey toward their dream job
such as an additional degree, an internship, or networking opportunities.
Other activities for the Dream Job presentation were not requirements but were
given to the student participants as extra credit points, including comparing the results of
the MI assessment with their results to the Holland code to indicate the overlapping

79
interests that reflect their career. However, taking the MI assessment was a class
requirement. Student participants were asked to go to a computer laboratory at school and
complete the MI assessment at the following website
http://www.jobsetc.ca/toolbox/quizzes/mi_quiz.do. For specific questions that student
participants answered, see Appendix H. The researcher asked the student participants to
print two copies of their results, one for the researcher and one for themselves to use for
the dream job worksheet, in addition to using the results for the Dream Job presentation.
Additionally, once the student participants returned from the computer laboratory, the
researcher recorded their results on their index cards.
About half way through the class, Academic Support Supervisor and MI Lecturer
Mrs. Elizabeth Barkas lectured on Multiple Intelligences strengths and how each strength
is beneficial to a fashion student in pursuit of a particular career. Mrs. Barkas was asked
to instruct the MI lesson because she became well versed in its benefits as a learning tool
while obtaining her Masters in Exceptional Education, and has been supporting it ever
since. In past exploratory studies, Mrs. Barkas asked students to share their results in
class so that she could assist them with understanding the results of their assessment. For
example, one student could not understand why her logical/mathematic score indicated a
strength when she did not feel that she was strong in mathematics. Mrs. Barkas asked the
student about her perception of reasoning skills and her desire or need to analyze certain
situations. The student strongly agreed that these were strengths. Through this dialogue
Mrs. Barkas was able to share with the student that her sense of logic is what indicated

80
the strength, not necessarily the mathematics skills and that is what the MI assessment
was conveying.
After Mrs. Barkas completed her lecture, the researcher reviewed the Holland
code and MI comparison table (see Table 1) in an effort to inform student participants of
the overlapping interests that exist between the two theories. Additional extra credit for
the Dream Job presentation was given to student participants identification of a role
model, their selection of a television program and selection of a book or magazine. In an
effort to assist student participants in formulating their presentation, a Dream Job
Worksheet was developed (see Appendix I). Once student participants completed their
worksheets, they discussed their results in pairs, then in a group of four. The purpose of
the group discussion was to assist student participants in sharing ideas and possibly
assisting each other in connecting to their dream jobs based on their role models,
television program and book or magazine. In past exploratory presentations, dialoging
with others helped bring forth memories about why a television show or book had special
meaning, especially if someone else had enjoyed or experienced it as well. When the
Dream Job presentation requirements were reviewed in its entirety, student participants
were informed of the optional individual consultations, and the researcher distributed a
sign-up sheet for individual consultations for Weeks 8 and 9. The consultations were
scheduled in 15-minute increments, and began at 10:45am during the assigned weeks.
The researcher encouraged all student participants who scheduled an appointment to
bring all of their assessments with them to their consultation appointment and to also
arrive 20 minutes early in case there was a cancellation.

81
Week 6. On the sixth day of class, most of the day was spent engaged in non-study
related activities. The later half of the morning, student participants had an opportunity to
sign up to present for the dream job presentations. The student participants who
volunteered to present on the first day received extra credit points.
Week7. On the seventh day of class, there was a non-study related activity (Field
Trip).
Week 8. On the eighth day of class, most of this day was spent engaged in nonstudy related activities. During the later half of the morning four optional individual
consultations were conducted; one was with a non-study student participant. The three
student participants who had an individual consultation were Marie, Cass and Melissa.
Week 9. On the ninth day of class, four Dream Job presentations were presented
by Amanda, Marie, Cass and Melissa. See Chapter 4 for analysis and results. Also during
Week 9, five individual consultations were conducted; one was with a non-study student
participant. The student participants who had an individual consultation were Janet,
Reese, Veronica, and Shante.
Week 10. On the tenth day of class, five final Dream Job presentations were
presented, one by a non-study student participant. The student participants who presented
during Week 10 are Janet, Reese, Veronica, and Nena. See Chapter 4 for analysis and
results.
Also during Week 10 student participants received the semantic differential
survey that addressed their perceptions of the project (see Appendix J). The questions
addressed students perception of usefulness for each of the assessments, the

82
identification of a role model, if they were able to make connections with their favorite
book or magazine and television program, and the Dream Job presentation. Student
participants were asked to return the survey on Week 11, which is the final week of the
course. See Chapter 4 for analysis details and results.
Week 11. On the eleventh day of class, student participants completed the career
posttest, returned the semantic differential survey and then took part in a class discussion
regarding the usefulness of the project as a whole, as well as each of the assessments. The
class discussion was helpful because it provided an opportunity to clarify any questions
that the researcher had regarding the assessment results, pre- or posttest, and questions
that the student participants had for the researcher.

83
Table 3
Course Activities
Week
1
(1)
(2)
(3)
(4)
(5)

Activities
Conducted Career Pretest
Distributed index cards
Student participants took Holland code assessment
Student participants assigned to groups for Holland Code Group Career Exploration
presentation
Holland code theory reviewed

(1)
(2)

Reviewed Holland Code Fashion Career Chart

Student participants selected favorable and unfavorable occupations to research for their
group presentation

(1)
(2)

Art Institute movie on Fashion Careers

Group work

(1)

Guest Speakers

(1)
(2)
(3)
(4)
(5)
(6)
(7)

Holland Code Career Exploration Presentations

Student participants were introduced to the Dream Job presentation
Student participants took the Multiple Intelligences assessment
MI Guest Lecturer
Holland code & MI Comparison Chart reviewed
Dream Job Worksheet introduced
Dream Job Consultation sign up sheet distributed

(1)

Student participants signed up for Dream Job presentations

(1)

Non-related study activity

(1)

Individual Consultations

(1)
(2)

Dream Job Presentations presented

Individual Consultations

10

(1)
(2)

Dream Job Presentations presented

Semantic differential survey was distributed

11

(1)
(2)
(3)

Career Posttest
Semantic differential survey collected
Class discussion on the project as a whole

84
Sample
First-quarter fashion students enrolled in the Fashion Industry Survey course, an
introductory fashion course at The Art Institute of Charlotte in North Carolina were
invited to participate1 in this study which was designed to assist fashion students in
identify their career niche in the fashion industry. Volunteers had the option to participate
in the entirety of the study or had the liberty to disengage from the study at any time as
noted in both the Kent State University and The Art Institute of Charlotte consent letters
and outlined in the Institutional Review Board (IRB) from Kent State University which
oversees and ensures the protection of participants involved in a Kent State University
research study.2
There were a total of 14 students enrolled in the Fashion Industry Survey course,
10 (71%) students continued through the entire 11 weeks of the study. Two students
dropped the course but began the study, and two students decided not to participate in the
study. The student participants who began the study (n=12, 86%) are female. Most of the
participants are African-American, with the exception of two (17%) Caucasians and two
(17%) Hispanic mixed students. Student participants were assigned numbers as the

Only students who were 18 years and older of the study could participate.
According to Denzin and Lincoln (2000), investigators are held to a code of ethics for professional and
academic standards in an effort to protect participants of their study from unnecessary harm. This code of
ethics is outlined within four basic standards, (a) Informed consent: This study has been approved by the
Kent State University Institutional Review Board #08-426 and by The Art Institute of Charlotte. Student
consent forms for both institutions appear in Appendix A and B. Student participants were informed of the
study on the first day of class and had the option not to participate in the study or to excuse themselves
from the study at any time. (b) Deception: Full disclosure of the purpose of this study is detailed in the Kent
State consent letter. Additionally, class assignments as they specifically reflect this study, are outlined in
the class syllabus (see Appendix C). (c) Privacy and confidentially: All student participants were provided
with a pseudonym to protect their privacy. (d) Accuracy: Student participants were provided with an
opportunity to partake in a member check to ensure accuracy of data (Denzin & Lincoln, 2000).
2

85
researcher received their Holland code assessment results. The table on the following
page provides background information of each student participant. A pseudonym was
provided to protect their privacy.

86
Table 4
Student Participants
Student
participants

Race

Age

Degree

Hometown

Associates
Fashion
Marketing
Bachelors
Fashion Marketing and
Mgmt
Bachelors
Fashion Marketing and
Mgmt
Associates
Fashion
Marketing
Bachelors
Fashion Marketing and
Mgmt

WinstonSalem

#1

Cass

AfricanAmerican

20

#2

Elizabeth

Caucasian

21

#3

Amanda

AfricanAmerican

18

#4

Nena

AfricanAmerican

19

#5

Melissa

19

#6

Reese

Latino &
AfricanAmerican
AfricanAmerican

#7

Veronica

AfricanAmerican

21

#8

Shante

AfricanAmerican

19

#9

Aniya

#10 Janet

Puerto Rican &

Jamaican
AfricanAmerican

19

18
28

#11 Marie

Caucasian

22

#12 Victoria

AfricanAmerican

18

Associates
Fashion
Marketing
Bachelors
Fashion Marketing and
Mgmt
Associates
Fashion
Marketing
AfricanAmerican
Associates
Fashion
Marketing
Bachelors
Fashion Marketing and
Mgmt
Associates
Fashion
Marketing

Columbia,
SC
Amityville,
NY
Charlotte,
NC
Panama City,
Panama
Madison,
NC
Brooklyn,
NY
Mt. Holly,
NC
Harlem,
NY
Chester,
SC
North
Smithfield,
RI
Not declared

87

Data Collection and Procedures

Data was collected at various stages throughout the study. Noted below are the
procedures for collecting the data.
1

Career pre-test was distributed on the first day of class during Week 1, and
contained all of the fashion careers that the student participants were
currently familiar with prior to taking the course. Seven of the 10 student
participants completed the pre-test. Additional students joined the course
during the second week of the course and did not complete the pre-test
because they were already exposed to the Holland code group assignment and
specifically the Holland Code Fashion Career Chart that reviews various
careers in the fashion industry. The career pre-test was later compared to the
career post-test to determine percentages and the evidence of themes.

Index cards were distributed on the first day of class and contained the student
participants names on the blank side and on the reverse side whom they
selected as their role model, their favorite television program, favorite book or
magazine, Holland code, and MI strength; the index card was numbered in the
upper right corner as each student participant returned from the computer
laboratory once they received their Holland code. Also during the individual
consultation, the researcher added additional information that was discussed
during the consultation.

88
3

Role model identification collected Week 1 then noted on the student

participant index card. Additionally, the student participants were asked to list
those qualities on the Dream Job presentation worksheet that was introduced
during Week 5. The timing of this component is crucial because it is important
for student participants to recognize how such qualities can translate and
connect to their career niche prior to the introduction of the Dream Job
presentation.

Holland code assessment collected Week 1, The Holland code assessment

was taken on-line at
http://www.roguecc.edu/Counseling/HollandCodes/test.asp. The assessment
was developed by Dr. Mary Askew in conjunction with hollandcodes.com.
This assessment is divided into three sections; each question asks the person
who is taking the assessment if they either possess the noted characteristics or
not. If they do they click on the appropriate button next to the description and
move on to the next question. If they do not, they do not click on the button
and move on to the next question. The person continues until all questions are
reviewed and the assessment is completed. Once the assessment is complete,
participants click on the submit button and their three-letter code appears.
Permission to use this online assessment was provided by Chris Grant, one of
the career advisors at Rouge Community College Counseling Center, (see
Appendix K). For the purpose of this research study, student participants
assessed the quiz through the website, took the quiz, printed the results and

89
their results were then noted on their index card. A paper copy verifying their
code was provided to the researcher once the student participant returned from
the computer lab and filled in research journal. For the Holland Group
Presentations Student participants were disbursed into five different groups
based on their Holland code results. Primarily according to those results,
student participants were matched with other student participants that
reflected high scores based on their typology (R, I, A, S, E, or C). The
researcher explained to student participants that in an effort for each typology
to be represented during the group presentations, in some instances students
and student participants would report on their secondary or even their tertiary
code as opposed to their primary code. Student participants were required to
conduct research on two favorable and two unfavorable fashion careers that
reflected their typology using the Holland Code Fashion Career Chart and to
present their findings during Week 5.
5

Multiple Intelligences assessment collected Week 5 assessed through the

Website, then noted on their index card once the student participants retuned
from the computer laboratory. The Multiple Intelligences assessment was
taken on-line at http://www.jobsetc.ca/toolbox/quizzes/mi_quiz.do. This
assessment was developed by Phyllis Reardon and Isabelle Dyke of Careers
through Multiple Intelligences who provided permission to Canada Prospect
99/00 Inc. and allowed the organization to use the MI assessment as an on-line
tool. This assessment contains 60 questions that inquire of the person who is

90
taking the assessment if they either possess a certain characteristic or not. If
they do, they click on the appropriate button next to the description and move
on to the next question. If they do not, they do not click on the button and
move on to the next question. The person continues until all questions are
reviewed and the assessment is completed. Once the assessment is complete,
the person clicks on the submit button and a list of strengths and weaknesses
that the person possesses provided. Permission to use this online assessment
has been provided through Canada Prospect 90/00 Inc. (see Appendix L). The
MI assessment was used as the overlapping interest assessment tool for the
Dream Job presentation.
6

Optional individualized consultations conducted during Weeks 8 and 9

during consultations. Notes were recorded on the index card of each student
participant and in the researchers journal. Because the individual
consultations were optional, student participants could choose to meet with
the researcher or not meet with the researcher to receive guidance for their
Dream Job presentation. Seven student participants opted to take part in the
individual consultations. Cass, Marie and Melissa participated during Week 8,
and Shante, Veronica, Janet, and Reese participated during Week 9. However,
one of the participants (Shante) did not present. Although the primary focus of
the individual consultations was to assist student participants dialogue about
their role model, an additional objective was to subtly guide each student
participant through an understanding of how to make a psychological

91
connection for themselves through the career exploration process; specifically,
how the Holland code and MI displayed overlapping interests that relate to
their career niche/dream job, how their selected role models possess
characteristics that can be contributed to their career niche/dream job, and
finally how their selected television program and book may confirm their
career niche/dream job. Care was taken to ensure that student participants
answered as many questions noted below as fully as possible, before the
researcher helped student participants make their connections. Questions that
were asked during the consultation process included but were not limited to
the following:
a.

What is your Holland code three-letter typology?

b.

What is/are your Multiple Intelligence strength(s)?

c.

Who is your role model(s)?

d.

What dream job occupation have you selected?

e.

What connections have you made in reference to your Holland code, MI,
role model selection, favorite book or magazine, and television program?

f.

What have you learned about yourself by reflecting on your Holland

code three-letter typology? Does it seem accurate?

g.

What have you learned about yourself by reflecting on the results of your
Multiple Intelligences assessment? Does it seem accurate?

h.

What have you learned about yourself by identifying a role model?

92
i.

Do you think this information influenced your choice of a dream job?

How?

j.

Do you see Holland code theory, Multiple Intelligences theory, and the
identification of your role model, given your results, as a helpful trio of
data sources? In other words, as a group, were the results supportive of
one another? Or was one source more helpful than another?

k.

Was it helpful to add the careerstyle favorite book or magazine and,

favorite television show component to the project? Copious notes were
taken as the participants answered each question. Once the student
participant answered all questions, the researcher answered any questions
that the student participants had and facilitated any other connections
seen between the theories and the participants choice of role model and
dream job.

The Dream Job presentations were conducted on the 9th and 10th weeks of the
quarter. Student participants were provided with the opportunity to select a
career niche that they believe reflects the summation of the career exploration
model, but specifically reflect a connection to their Holland code. In some
cases student participants were able to select fashion careers that included a
complete representation of all three codes; in other cases one or two codes
were represented. Eight student participants reported Dream Job presentations.
Four student participants presented Week 9, Amanda, Marie, Cass and
Melissa, and four presented Week 10, Janet, Reese, Veronica, and Nena.

93
8

Class Discussion collected during Week 11; noted in the researchers

journal. Participants had an opportunity to share their thoughts, views,
perspectives, concerns, and anything that they wanted to share in an open
forum during Week 11. This component allowed student participants with the
opportunity to voice their opinion and provide feedback as to their perception
of the usefulness of this study. It also provided the researcher an opportunity
to clarify any questions or concerns that may have occurred during the course
of the study.

The Semantic Differential Survey was distributed on the 10th week of the class
with the understanding that student participants could take the survey home
and return it to the researcher the next week, which was the final week of
class. Participants completed a seven-question survey (see Appendix J) that
asked their perception on the extent of usefulness of the Holland code,
Multiple Intelligences, and role model identification and career exploration
presentation. Based on Palomba and Bantas (1999) work with the semantic
differential model, this type of survey has often been used by instructors or
administrators in higher education to determine an extreme or an extent of
opinion or perception, and is therefore quite appropriate for this study
(Palomba & Banta, 1999). Questions used for this study also mirror a
perception study where students were asked to what degree they found what
they were measuring useful. For the purpose of this study, the researcher
selected to alter the word degree to extent (Rhodes & Carifio, 1999). Some

94
student participants were absent the 10th week and therefore eight surveys
were completed. The semantic differential survey was analysed based on the
number responses that were received from a Likert type scale which ranged
from 1-5, 1 indicating not useful, 5 indicating very useful. Additionally,
percentages and the evidence of themes were used to reflect analysis.
10 Career post-test distributed and collected on the last day of class during Week
11; it contained all of the fashion careers that the student participants were
familiar with after they had been exposed to the course and specifically the
Holland Code Career Exploration presentation. Eight of the 10 student
participants identified 46 fashion careers and those careers were compared to
the career pre-test to determine the percentage of increase and what themes
were evident by use of constant comparison and descriptive analysis. Student
participants wrote down all fashion careers that they were familiar with since
they had completed the course, having completed the Holland Code Career
Exploration Group Project and Presentation, as well as the Dream Job
presentation, and having been exposed to the Holland Code Fashion Career
Chart. The Career Post-test occurred during Week 11.
11 Researchers Journal collected throughout the entirety of the research study
and was used to track the daily observations of student participants primarily
immediately following the end of each class session. During each component
of the study, the research tracked each aspect in the journal and dated it by
time of occurrence. Each class was scheduled for 3 hours and 50 minute

95
sessions, with unspecified breaks throughout. Primarily, the breaks were left
to the discretion of the class. The researcher used some breaks to write in the
journal while the information was still new and fresh; however, most
documentation took place immediately following the end of class.
Table 5
Data Analysis Chart
Assessment
Research
instruments/
Questions
source of data
1. To what extent does the Holland code,
Holland code assess
Index Card,
student participants
Individual
perception of their career
Consultation,
niche in the fashion
Journal
industry?

2. To what extent do the

student participants
perceive that they are
better prepared for their
career in the fashion
industry by participating
in the Dream Job
presentation?
3. To what extent do the
student participants
perceive that they can
make a connection
between the Holland
code theory and the
Multiple Intelligences
theory in identifying
their career niche?
4. To what extent can
student participants
perceive a connection
between their Role
Model(s), and their
career niche?

Survey, Dream
Job,
Class
Discussion,
Journal

Holland code,
Multiple
Intelligence,
Individual
Consultations
Dream Job
Presentation,
Survey, Class
Discussion,
Journal
Index Card
Individual
Consultations,
Dream Job
Presentation,
Survey, Class
Discussion,

Analysis
Constant
Comparative
Analysis,
Descriptive
Analysis

How was this information used

Researcher wrote participants Holland code on
the back of their index cards.
During the individual consultation, the
participant reinforced its accuracy by verbal
indication of its usefulness. Additionally, the
researcher observed/facilitated conversations
with student participants that were recorded in
the researchers journal that supported the
Holland codes assessment.
Constant
The survey indicated perception of usefulness.
Comparative Some Dream Job presentations were more
comprehensive than others. The class
Analysis,
discussion provided feedback from the
Descriptive
participants regarding their perception of
Analysis
usefulness of the projects/presentations.
Additional notes were recorded in the journal.
Constant
Comparative
Analysis,
Descriptive
Analysis

The ability to determine the overlapping

interest between the Holland code and MI
should have appeared in the Dream Job
presentations; however, some student
participants received assistance though the
consultations. The researcher recorded this data
in the journal.

Constant
Comparative
Analysis,
Descriptive
Analysis

During the Dream Job presentation, participants

attempted to make a connection with their
selected role model as a career niche. Although
the selected role model was noted on the first
day of class, student participants had an
opportunity to dialogue with the researcher
during the consultations. Their selection can not

96

Research
Questions

Assessment
instruments/
source of data
Journal

5. To what extent can

student participants
perceive a connection
between their favorite
book or magazine and
their career niche?

Index Card,
Survey, Class
Discussion,
Journal

6. To what extent can

student participants
perceive a connection
between their favorite
television program and
their career niche?

Index Card,
Survey, Class
Discussion,
Journal

7. To what extent has

career exploration
assisted student
participants to become
more exposed to new
occupations in the
fashion industry?

Holland Career
Exploration
Presentation,
Holland Career
Chart, Survey,
Career Pre &
Post Tests

Analysis

How was this information used

be changed prior to the presentation, it is
necessary for them to make a connection with
the person that they selected the first day.
Constant
During the Dream Job Presentation, if
Comparative participants had doubts regarding their career
niche, the careerstyle option assisted them in
Analysis,
alleviating doubt by confirming their
Descriptive
connection with real life situations. The
Analysis
intention is for participants to make a
connection with their favorite book or
magazine.
Constant
During the Dream Job Presentation, if the
Comparative participants had doubts regarding their career
niche, the careerstyle option assisted them in
Analysis,
alleviating doubt by confirming their
Descriptive
connection with real life situations. The
Analysis
intention is for participants to make a
connection with their favorite television
program.
Constant
During the Holland Code Group Career
Comparative Exploration Project and Presentation student
participants were exposed to 20 occupations.
Analysis
The Holland Fashion Code Career Chart
Descriptive
contains 41 occupations in the fashion industry
Analysis
and the survey specifically reflected the extent
to which each student participant believed that
they had been exposed to fashion occupations.

Data Analysis
For purposes of analysis, I used the three-step process suggested by Miles and
Huberman (1994). The process consisted of data reduction, data display, and
conclusion/verification. One of my first steps included data reduction which focused on
simplifying and transforming some of the data from my journal and the research study
activities such as the Holland Code Career Exploration Group presentation and Dream
Job presentation into usable descriptive quotes from student participants that I could refer

97
to when determining the possibility of themes based on their classroom activities and my
observations.
For the second step of data analysis, the quantitative assessment tools used in this
research study, such as the pre- and post-career tests, the Holland code analysis, the
Dream Job presentation, and the semantic differential survey were first analyzed
statistically in the form of percentages. Then that data, like all other data in this research
study, including the individual consultations, the semantic differential survey, both the
Dream Job and the Holland Code Career Exploration Group presentations, the career pretest and finally the career post-test, were analyzed using themes which emerged from the
comparison of data. Specifically, my analysis was similar to Glaser and Strauss (1967)
constant comparative analysis method, which occurs when data is compared to other data
to determine similarities and/or differences. Glaser (1965) states that constant
comparative method is concerned with generating and plausibly suggesting (not
provisionally testing) many properties and hypotheses about a general phenomenon
(p. 438). He goes on to say that this method of analysis can be applied to most forms of
qualitative study such as observations, interviews, and documents, and is specifically why
I selected this type of analysis for this research study. I created comparative charts such
as the Student Participants with Holland code results illustrated below to reflect the data
that was collected in an effort to clearly determine and visually illustrate the themes that
were evident in this research study.

98
Table 6
Example of Data Analysis Comparison Chart - Student Participants with Holland Code
Results
Student Participants
Cass
Elizabeth
Amanda
Nena
Melissa
Reese
Veronica
Shante
Aniya
Janet
Marie
Victoria

Holland Code Results

ASE & ASC
ASE & AES
ASI
ACS & ASC
ESC & ESA
ARS & SRA
ASE
SEA & SEI & SEC
EAC
CIS & ASI & CSI & AIS
SEA & SAE
ASE

The final step according to Miles and Huberman (1994) is conclusion/verification.

After the charts were created, themes began to emerge. Through the process of
discovering the themes which were evident in this research study, I was able to draw
logical conclusions and then use descriptive analysis to describe the results that emerged
from the themes. Descriptive analysis is a coding process that I used to further synthesize
and dissect the underlying meaning of each theme to interpret and describe the
phenomenon that occurred during this research study. For each of the classroom activities
which also reflect the seven research questions, descriptive analysis was used to
specifically report the detailed and deep rooted understanding that comprised this
research study, for example, the Holland code comparison chart illustrated on the prior
page. One theme that was evident is that every student participant had an A as one of
their three letter codes, and, in most cases, the A was either their primary or their

99
secondary code. Upon further analysis when considering the deep rooted understanding
that applies to descriptive analysis, this indicates that these students possess an interest
and appreciation for the arts and being creative and therefore should work in
environments that promote unrestricted guidelines, and the use of creative ability, which
can be considered typical of people who have an interest in fashion and a desire to work
in fashion environments (Miles & Huberman, 1994; Sandelowski, 2000).
Verification of data analysis occurred in the form of a member checking process
and peer review process. Student participants verified the accuracy of data that was
reported in this study via e-mail and a Ph.D. colleague, who also assisted in the review of
the Holland Code Fashion Career Chart, reviewed the data in this study and reported her
findings; we both came to the same conclusions (Creswell, 2003; Miles & Huberman,
1994).
Ensuring Trustworthiness
To ensure the accuracy of my data I conducted the following validity procedures
as noted by Lincoln and Guba (1985). First, I used prolonged engagement (Lincoln &
Guba, 1985). This research study consisted of an entire quarter or 11 weeks. Next, I used
triangulation (Lincoln & Guba, 1985) by providing multiple methods of assessments,
such as the Holland code, Multiple Intelligencesand the semantic differential survey.
Next, I engaged in member checking (Lincoln & Guba, 1985) to provide student
participants with an opportunity to review their data. Each student participant was
provided with a draft of their findings and analysis through e-mail. Once reviewed the

100
student participant had an opportunity to schedule an appointment to meet with the
researcher if desired. Next, I employed peer debriefing (Lincoln & Guba, 1985). Through
this process the fashion chart was reviewed and the data analysis was also reviewed. I emailed the chart to two peer professionals in the fashion industry who agreed with the
rationale for the chart. Additionally I shared raw data, specifically the index cards,
surveys, journal notes, analysis data, dream job and Holland Code Career Exploration
Group presentation results with a colleague who is familiar with career exploration
specifically for fashion students; I requested constructive feedback on my research. This
colleague also agreed with the rationale for my analysis. Next, I employed transferability
by providing text with thick description (Lincoln & Guba, 1985). During the
consultations with my participants, and also through their projects and presentations, I
had an opportunity to collect specific data that was rich in detail and provided thick
description that was valuable to this study. This will enable readers to have a clearer
understanding and visualize the studys context. Finally, I employed conformability by
employing an audit trail (Lincoln & Guba, 1985). Staying organized during this process
was crucial; therefore, it was imperative that my raw data (index cards, journal) surveys,
interpretations, methods, expectations, and conclusions, were well maintained and
current.
Limitations
The study was limited in particular areas. One limitation was the sample size. The
study used the introductory Fashion Industry Survey Course. In the past, this course has

101
usually enrolled an average of 20 students. This quarter, the enrollment for the class
dropped to 14 and the enrollment for the institution in general has decreased for a number
of reasons, including the current economic conditions of our country. We are currently in
a recession and colleges nationwide have been impacted. Some students are having
second thoughts or delaying entering college after high school. Additionally our parent
company has opened another branch in Raleigh Durham so some students are venturing
to the Art Institute in Raleigh as opposed to Charlotte.
Another limitation of this study was demographic. Specifically, the lack of males
in this study is significant. Although fashion degrees and the field in general are typically
thought of as a female-dominated industry, there are males who occupy careers in fashion
and during the exploratory studies, there where males who participated in practically
every one. Therefore, receiving responses from males in this study would have added to
the working body of knowledge going forward. Also we know that gender difference is
linked to MI (Loori, 2005) and Holland codes (Murray & Hall, 2001) and that difference
could have made a contribution to this study.
The other limitation in reference to demographics is the limited number of
Caucasian representation, which was 17% (n=2) of the total sample (n=12) of student
participants. This can be contributed in part to the low sample size in general. As noted
earlier, the sample size was based on the enrollment number for the Fashion Industry
Survey Course. That number reflected a total of 14 students, 86% (n=12) of which
participated in the study.

102
Another limitation for this study could reflect the selection of fashion students as
the preferred sample. Although all fashion students were used for this study, any student
in any degree program could have been used as a potential student participant in this
study. Slight modifications could be made if necessary to accommodate the students
need depending on the degree program.
There was actually one student participant in this study who had an interest in
culinary (Aniya) but she did not present during the dream job presentation even though I
encouraged her during the individual consultation and throughout the course of the class
to take ownership of her culinary passion. It would have been interesting to not only hear
her presentation but also to analyze the results from a student who possesses an interest in
a field outside of the fashion industry.
In reviewing the overall operation of the study, there were an additional
limitations based on the procedures of this research study that did not go as planned.
Therefore, in hindsight, I am able to share those experiences to ensure that others are
better prepared.
Suggestion 1: Make sure that computer labs are readily available for every student
who needs to take the assessment. With two years of exploratory projects, I was aware
that the student participants would need access to computers to take the Holland code and
the MI assessments. However, our school is simply limited in the area of computer labs.
Therefore, I compromised and found two empty classrooms with a few computers
available where student participants took turns taking the assessment in addition to a
computer lab with a limited number of computers. Because it was a small number of

103
students who were enrolled this quarter, it was not that difficult, especially during the
first week because some students were absent. Perhaps, if time permits, students can take
the assessment at home as a homework assignment especially if the school is on a
semester system as opposed to a quarter system which was the case for this study.
Suggestion 2: Consider introducing MI earlier in the quarter or semester. Every
student participant had a strong comprehension of the Holland code, but not all student
participants had a strong comprehension of MI and perhaps that is because not as much
time was given to MI as was given to the Holland code. Certainly the Holland code was
the primary assessment and MI was the secondary. However, with MI being introduced
during the 5th week, it did not give every student participant as much time to truly
comprehend the overlapping interests of the two theories and how and why that
connection confirmed their career niche.
Suggestion 3: Enforce the consultations as a requirement. In this study, student
participants had an option to meet with the researcher to receive career guidance or not
receive career guidance. Although student participants made great connections with their
role models when considering that 75% of the student participants made those
connections during the Dream Job presentations, this component was the primary reason
for the qualitative portion of the career counseling option. Additionally, the students who
did meet with the researcher had a better understanding of the connections and therefore
were able to share those connections during their dream job presentations. The few
student participants who did not meet with the researcher missed out on a beneficial
opportunity from the study. The reason that it was not required is because some students

104
were able to make connections without assistance from the researcher, and other students
have felt uncomfortable in past pilots with assistance therefore the researcher opted to
provide students with the option of allowing them to participate or not participate in the
individual consultations.
Although there were just a few suggestions that I reflected on in this section,
when I consider the methodology of this study holistically, I am pleased with the overall
results and outcome.
Significance of the Study
This study was designed to explore the perceptions of usefulness for the Holland
code theory, MI theory, and the identification of a role model to determine a career niche
in the fashion industry for first-quarter fashion students at The Art Institute of Charlotte.
Additionally, student participants were able to determine the possibility of making
connections with their career niche through the selection of a favorite book or magazine
and/or selection of a favorite television program. The secondary purpose was to provide
fashion students with an opportunity to become exposed to various fashion occupations
through career exploration and the use of the Holland Code Fashion Career Chart.
Based on the results of this research study, student participants were able to
perceive the exploration career model as useful and the exploration career project and
presentation as useful. This study can serve as a valuable tool to better prepare students
for a successful transition into a career that is well suited for them upon graduation from

105
college. Although this study uses fashion students as participants, the significance of this
study could extend to other degree-granting programs.
Summary
This chapter reviewed the seven research questions which guided this study, the
methodology that was used to answer the research question in this study. Specifically,
action research was used as the methodology and discussed how it was appropriate for
educators who are interested in implementing a change in their educational institution and
assessing that change. This chapter also reviewed the validity and reliability of this
research study. Additionally, this chapter reviewed the background/pilots of prior studies
that were conducted, the site and setting for this study, the review of the course, sample
information, data collection and procedures, data analysis, ethical considerations,
limitations, and significance of the study.

CHAPTER IV
ANALYSIS OF DATA AND RESULTS
Introduction
When identifying a career exploration model that can be described as holistic,
experts in the field have offered a number of recommendations. One recommendation
from career advisors in the arts suggests the use of multiple assessments (Lulgjural &
Cooley, 2006). In this study, the Holland code and MI assessments were selected because
of their overlapping interests. In addition to these quantitative methods, other career
advisors have suggested integrating a qualitative method (Borgen, 1999; Church, 2001).
The method that Borgen (1999) and Church (2001) supported address a model that
reflects the complexities of clients lives as they attempt to balance work, school, and
simply living everyday lives (Whiston & Rahardja, 2005). This study addressed and
understands those complexities in an interpretative qualitative perspective as student
participants balanced work, school, and family. Additionally, researchers suggest the
integration of dialogue; in this case, an individual consultation was used as a component
to assist students with determining career exploration and self-efficacy (McFarland et al.,
2000; Quimby & DeSantis, 2006; Riveria, et al., 2007).
This career exploration model was developed to provide students with an
opportunity to identify a career niche that could reflect their skills, talents, interests, and
personalities and determine if first-quarter fashion students who use this career
exploration model perceive it as useful. This served as the primary purpose for this study.
106

107
In an effort to assist student participants in their journey to identify a career niche
that reflected their skills, talents, interests, and personalities, it was necessary to expose
them to specific fashion careers with which they may be unfamiliar (Frazier & Cheek,
2005; Hines & Lee, 2005). Some fashion researchers (Gorek, 2007; Granger, 2007,
Hartsog, 2008) agree that some of our graduates enter the fashion field accepting
positions outside the scope of their expertise primarily because they are underexposed to
the occupations that exist within the fashion field. Typically, buyer, retail manager, and
designer are the most common positions that fashion students are familiar with; therefore,
those are the positions students seek upon graduating (Gorek, 2007). The secondary
purpose was to measure awareness of various positions in the fashion industry after the
career exploration process with the assistance of the Holland Code Fashion Career Chart
that was specially developed by the researcher for the purpose of this research study. The
Holland Code Fashion Career Chart was reviewed by Peer Professionals.
Finally, when assisting students in their attempt to become more exposed to
positions in the fashion industry, some experts agree that an introductory course provides
an excellent format for this type of instruction (Frazier & Cheek, 2005; Hines & Lee,
2005). Additionally, in regards to career exploration, having a connection to the
classroom environment could be beneficial (Smith, 1998). Therefore, this study was
conducted during an introductory fashion course offered. Fashion Industry Survey is the
name of the course and noted within this chapter are the results and analysis of data
collected during the study.

108
Participants
Table 7
Alias Identification of Student Participants
ID#
#1
#2

Pseudonym
Cass
Elizabeth

ID#
#7
#8

Pseudonym
Veronica
Shante

#3
#4
#5
#6

Amanda
Nena
Melissa
Reese

#9
#10
#11
#12

Aniya
Janet
Marie
Victoria

A total of 14 students enrolled in the Fashion Industry Survey course, n=10 (71%)
student participants continued through the entire 11 weeks of the study. Two students
dropped the course but began the study, and two students did not participate in the study.
The student participants who began the study (n=12, 86%) are all female. They are
predominately African-American, with the exception of four students, two (17%)
Caucasians and two (17%) Hispanic mixed. Student participants were assigned numbers
as the researcher received their Holland code assessment results. The following
information presents the student participants by number, pseudonym, background
information that is noted on their index card, and Holland code assessment results.
Participant #1: Cass is an African-American, Associates Fashion Marketing
student. Cass is 20 years old and is originally from WinstonSalem, NC, but she has
family in Charlotte. Cass was not working during the time of the study. Cass Holland
codes are ASE and ASC. She selected her grandmother Rachel and President Obama as
her role models. Her favorite television programs are Sailor Moon and Full House

109
and her favorite books are Steve Harveys Act Like a Lady Think Like a Man and the
Holy Bible.
Participate #2: Elizabeth is a Caucasian, Bachelors Fashion Marketing and
Management student. Elizabeth is 21 years old and is originally from Columbia, SC. Her
Holland codes are ASE and AES. She selected Rachel Zoe and Marc Jacobs as her role
models, Punky Brewster and Gossip Girl as her favorite television programs, and
1984, Bergdorf Blondes and Harpers Bazaar as her favorite book or magazines.
Elizabeth stopped attending class after the fourth week, subsequently missing the Holland
Code Career Exploration Group Project and Presentation and ultimately dropping the
class.
Participate #3: Amanda is an African-American, Bachelors Fashion Marketing
and Management student. Amanda is 18 years old and is originally from Amityville, NY,
but her family moved Charlotte, NC. Amanda worked during the time of the study as a
student teacher at a learning center where she tutors children and teaches them crafts.
Amandas Holland code is ASI, and she selected her former biology teacher, Ms. Stubbs,
and Oprah Winfrey as her role models. Project Runway and 90210 are her favorite
television shows and Twilight and Nylon are her favorite book and magazine.
Participant #4: Nena is an African-American, Associates Fashion Marketing
student. Nena is 19 years old and originally from Charlotte, NC. Her Holland codes are
ACS and ASC, and she selected her oldest sister as her role model, 90210 and Project
Runway as her favorite television shows, and Not Easily Broken as her favorite book.

110
Participant #5: Melissa is a Latino and African-American, Bachelors Fashion
Marketing and Management student. Melissa is 19 years old and is originally from
Panama City, Panama, although she has family in Charlotte, NC. She was not working
during the time of the study. Her Holland codes are ESC and ESA. She selected her
mother and Oprah Winfrey as her role models; America Top Model and American
Idol are her favorite television shows. Melissas favorite magazines include Seventeen,
and Glamour.
Participant #6: Reese is a 19-year-old, African-American, Associates Fashion
Marketing student. Reese is originally from Madison, NC; therefore, she was separated
from her family during the time of the study and she was not employed. Her Holland
codes are ARS and SRA. She selected Kimora Lee Simmons and her mother Michelle as
her role models. Her favorite television shows are Forensic Files and Fraggle Rock,
and her favorite books are the Twilight series and Alfred Hitchcock stories.
Participant #7: Veronica is a 21-year-old, African-American, Bachelors Fashion
Marketing and Management student, who is originally from Brooklyn, NY. Therefore she
was separated from her family during the time of the study and she also was not
employed. Veronicas Holland code is ASE, and her role model is her father and Nina
Garcia. She selected South Park and Project Runway as her favorite television shows
and The Great Gatsby as her favorite book.
Participant #8: Shante is an African-American, Associates Fashion Marketing and
Management student. Shante is 19 and is originally from Mt. Holly, NC. She is a
customer service manager for a retail store. Her Holland codes are SEI, SEA, and SEC.

111
She selected her mother as her role model and The Amazing Race as her favorite
television show. Shantes favorite book is Goodnight Moon.
Participate #9: Aniya is an 18-year-old, Puerto Rican and Jamaican, Associates
Fashion Marketing student. Aniya is from Harlem, NY. Aniyas Holland code is EAC,
and she selected Duff Goldman as her role model and Ace of Cakes as her favorite
television show. Aniyas favorite book is Love is Never Painless.
Participant #10: Janet is a 28-year-old, African-American, Associates Fashion
Marketing student, and she was not employed during the time of the study. Janet resides
in Chester, SC and has earned a bachelors degree in sociology with a minor in business
administration. Her Holland codes are AIS, ASI, CIS and CSI. She selected her mother,
Oprah Winfrey, and Serena Williams for her role models. The Cosby Show, Living
Single and A Different World are her favorite television shows, and Vampire
Huntress Legend and Agatha Christie novels are her favorite books.
Participate #11: Marie is a 22-year-old, Caucasian, Bachelors Fashion Marketing
and Management student, and she is employed at a boutique in Charlotte. Marie is
originally from North Smithfield, RI, and her Holland codes are SEA and SAE. She
selected her parents and Kate Hudson as her role models. Maries favorite television
show is Kings of Queens and her favorite book and magazines are Rape of Nanking
and WWD Magazine.
Participate #12: Victoria is an 18-year-old, African-American, Associates Fashion
Marketing student. Victorias Holland code is ASE, and she selected her grandmother as
her role model and The Fresh Prince of Bel Air as her favorite television show.

112
Victorias favorite book is Life after Wifey. Victoria did not participate in the Holland
code Group project and presentation and decided to drop the class after Week 5.
Table 8
Tracking Student Participants Participation

Student
participants
#1 Cass
#2 Elizabeth
#3 Amanda
#4 Nena
#5 Melissa
#6 Reese
#7 Veronica
#8 Shante
#9 Aniya
#10 Janet
#11 Marie
#12 Victoria

Holland
code
Assessment
X
X
X
X
X
X
X
X
X
X
X
X

Holland
code
Dream
Semantic
group
MI
job
Differpresenta- Assess Individual presentClass
ential
Pretest
tion
ment consultation ation
Posttest discussion survey
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Career Pretest
The pretest was conducted on the first day of class. Seven of the 10 student
participants completed the pretest. The table on the following page illustrates the fashion
careers that were identified by the student participants and the number of student
participants who identified those careers.

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Table 9
Pretest Career Table
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Fashion career
Buyer
Designer
Fashion Coord/Director
Fashion Forecaster
Fashion Journalism
Model
Personal Shopper
Retail Manager
Runway Coordinator
Sales Assoc/Retail
Store Owner
Stylist
Textile Manufacturer
Visual Merchandiser

# of student participants who ID career

6
5
1
2
4
3
2
3
1
4
1
5
1
5

The results of the pre-test are typical for what Gorek (2007), Granger (2007), and
Hartsog (2008) identified as the most recognizable fashion careers among fashion
students. The career of buyer (n = 6) was identified as the top fashion occupation. Stylist
(n = 5), designer (n = 5), and visual merchandiser (n = 5) shared the second place
ranking.
During the class discussion, student participants stated that they gained increased
exposure to visual merchandising from retail experience, either by working in retail
themselves or by knowing someone who has worked in retail. Similarly, student
participants agree that they know people who are stylists; however, they also stated that
realty television has definitely increased exposure of the stylist career. The career of
designer (n=5) is one of the occupations that researchers Gorek (2007), Granger (2007),
and Hartsog (2008) stated as a more recognizable fashion career among fashion students

114
and it was also a career that was selected by two of the student participants as their career
niche for the dream job presentation.
Overall, there has been some increase in the exposure of fashion careers in
general, but that exposure is very limited considering the number of fashion careers that
actually exist and the limited number of careers that fashion students identified on this
precareer test.
Holland Group Presentations
For the Holland Group presentations, student participants were disbursed into five
different groups based on their Holland code results. This section describes the analysis
and conclusions that were drawn from the student participants Holland Code Group
Exploration presentations. Please refer to Appendix F for presentation requirements.
Reeses secondary Holland code is R and she scored 13 points and Nenas tertiary
Holland code is R and she scored 14 points; both Nena and Reese were selected to
represent the R Group. These Realistic group members selected Fashion Designer and
Illustrator Sketch Artist as their favorable fashion careers and Visual Merchandiser and
Security Manager as their unfavorable fashion careers. During their presentation, the
group members stated that it is the required hands-on experience that comes naturally
for Realistic people and is necessary for them to succeed in their career. Additionally,
Reese mentioned, Even though I will have to obtain a degree for the occupation, I still
need a lot of experience and fieldwork before I begin my career.

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Representing the I or Investigative group were Janet who scored an eight as her
secondary Holland code and Shante who scored a nine as her tertiary Holland code. Janet
and Shante selected Colorist and Fashion Forecaster as their favorable fashion careers
and textbook writer and Museum Technician as their unfavorable fashion careers. This
group described investigative people as predictors, those who are passionate about
academics, and love to learn. Janet specifically stated that she learned that research is
the strongest component in the fashion industry for the Is. Shante stated, Colorist and
Fashion Forecasters are connected to each other because both of them have to deal with
predicting trends and colors that will be in from season to season.
Elizabeth, Victoria and a nonparticipant were selected to represent the Artistic
group. Elizabeth scored 14 as her primary Holland code and Victoria scored 16 as her
primary Holland code. The Artistic group selected Fashion Show Producer/Event Planner
and Image/Wardrobe Consultant as their favorable fashion careers and Fashion Model
and Graphic Designer as their unfavorable fashion careers. Neither Elizabeth, Victoria
nor the nonparticipant presented. Both Elizabeth and Victoria dropped the course and
stopped participating in the study.
The Social group was comprised of student participants Marie, Veronica, and
Amanda. They scored 18 primary, 15 secondary, and 16 secondary respectively as their S
codes. This Group selected Fashion Stylist and Sales Room Representative as their
favorable fashion careers, and Human Resource Manager and Hair Stylist as their
unfavorable fashion careers. This group described themselves as social people who also
enjoy helping others. Veronica stated, The best job, where there are infinite possibilities,

116
is the job of a fashion stylist, but the human resource (manager) requires a lot of hiring
and firing-all the dirty work I dont want to do. Amanda stated, A sales room
representative is very similar to a boutique owner, which turned out to be the most
selected fashion career for the Dream Job presentation.
The Enterprising Group was comprised of a student participant Melissa, and a
nonparticipant. Melissa scored 14 as her primary code. The Enterprising group selected
Textile Designer and Personal Shopper as their favorable fashion careers and Sales
Associate and Fashion Publisher as their unfavorable fashion careers. This group
described themselves as people who are persuasive, manipulative, and good at directing
others. They also described themselves as good communicators, and as people who value
material accomplishments and social status. Melissa stated that what she learned
specifically about the Textile Designer is that the career requires the knowledge of
working with knit, weave, and print to create three-dimensional designs for production
commercial products. Having worked as a sales associate, she described this position as
one with many tasks and responsibilities including maintaining good customer service
skills and generating sales, merchandising and understanding floor operation.
Cass and Aniya comprised the Holland Conventional group. Both of their scores
were tertiary, 10 and 15 respectively. This group selected Boutique Owner and Regional
Sales Manager as their favorable fashion careers and Fabric Producer and Textile
Producer as their unfavorable fashion careers. This group described themselves as people
who like rules and regulations. They prefer to work in a structured environment with data
and clear organization. Cass mentioned that time management and risk taking are high

117
factors when dealing with finances in order to keep the business flow steady and at ease,
which is necessary for Boutique Owners to stay on top of their businesses. However
when considering the unfavorable careers of Fabric Producer and Textile Mill Producer,
the group realized that the recession and advances in technology have had an impact on
the industry: Technology is rapidly replacing these producers and the recession has
caused many workers to get laid off.
Each of the five groups that presented was exposed to specific fashion careers that
reflected their talents, skills, and interests, and personalities based on their Holland codes.
A total of 20 fashion careers were researched and from those 20, student participants
could either select a possible dream job that matched their Holland code or select another
fashion career using the Holland Code Fashion Career Chart that was reviewed Week 2 to
determine their career niche, as long as the selected career matched their Holland code
and they could verbally support that decision during their presentation.
Holland Code Analysis
Noted on the following page are the results of the student participants Holland
code assessment. Please note that some student participants assessments indicated more
than one Holland code result, this is a reflection of the students skills, talents, and
interests, in multiple areas. This indicates that they have multiple interests and are
congruent to work in multiple environments.

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Table 10
Student Participants with Holland Code Results
Student participants
Cass
Elizabeth
Amanda
Nena
Melissa
Reese
Veronica
Shante
Aniya
Janet
Marie
Victoria

Holland code results

ASE & ASC
ASE & AES
ASI
ACS & ASC
ESC & ESA
ARS & SRA
ASE
SEA & SEI & SEC
EAC
CIS & ASI & CSI & AIS
SEA & SAE
ASE

Participants codes were analyzed in terms of themes and descriptive analysis.

One theme was that every student participant (100%) had an A as one of their three letter
codes, and, in most cases, the A was either their primary or their secondary code,
indicating that these students possess an interest and appreciation for the arts and being
creative and therefore should work in environments that promote unrestricted guidelines,
and the use of creative ability, which can be considered typical of people who have an
interest in fashion and a desire to work in fashion environments.
Another theme was apparent 11 (92%) of the 12 student participants, was
assessed with the S code. This typology reflects Social or Interpersonal and indicates that
a person prefers to work with and be around other people or work in social environments
where assisting or aiding others is important. Therefore these student participants either
enjoy working with or assisting others, or both. Both themes are evident based on the

119
Murray and Hall (2001) study which indicates that females are likely to possess an A
and/or S Holland code.
The final code that warrants mention is E, although it is noted in only eight (67%)
of the 12 student participant codes; these students possess strong enterprising skills and
the ability to persuade others. These Enterprising student participants will be tomorrows
leaders, so they will easily find themselves in fashion career environments where
leadership is required or an entrepreneurial option is possible as noted by Murray and
Hall (2001) who have expressed the growing interests in Enterprising careers among
females based on Holland codes results.
The Holland code results indicated in this study were very similar to past pilot
studies. Fashion students in general are drawn to the fashion industry because of a
creative interest that results in a need to express themselves artistically in some form
through their career and in some respect this means of expression can and does include
working in a social environment or assisting others.
The careers that were selected for the Dream Job presentations reflect the desire
to express themselves both creatively and in a social environment or by assisting others
for example, as a fashion publisher, or a fashion designer, or a boutique owner or an
accessory designer each of these careers reflected the A and/or S codes according to the
Holland Code Fashion Career Chart noted in Appendix E. Additionally the E code or
Enterprising reflects some students desire to demonstrate their leadership skills or
perhaps an entrepreneurial spirit. Although only eight of the 12 student participants were

120
assessed with this code, all of the dream jobs selected for the presentations were either
leadership or entrepreneurial careers.
Individual Consultations
Seven student participants opted to take part in the individual consultations. Cass,
Marie and Melissa participated during Week 8, and Shante, Veronica, Janet, and Reese
participated during Week 9. Although the primary focus of the individual consultations
was to assist student participants dialogue about their role model, an additional objective
was to subtly guide each student participant through an understanding of how to make a
psychological connection for themselves through the career exploration process;
specifically, how the Holland code and MI displayed overlapping interests that relate to
their career niche/dream job, how their selected role models possess characteristics that
can be contributed to their career niche/dream job, and finally how their selected
television program and book may confirm their career niche/dream job.
One of the themes that emerged from the individual consultations with the student
participants occurred with those who received consultations during the second week as
compared to the first week. And finally the researcher noticed that the students during the
second week seemed more relaxed during the consultations.
Every student participant except one (Janet) was able to select a career niche
without requiring assistance from the researcher. Other student participants relied on
exposure through the course content, primarily the exploration project and Holland Code
Fashion Career Chart or a preconceived idea or desire that reflected their skills, talents,

121
interests, and personality, which was discussed during the consultations to ensure that it
was congruent with their Holland code. With Janet, this student participants interest was
in multiple areas based on her multiple congruencies in various areas, which reflects her
Holland code results. Janet was the only student participant who possessed four Holland
codes (CIS & ASI & CSI & AIS). During her individual consultation, Janet mentioned
that her interest in several areas was making it challenging for her to define her career
niche. As the researcher of the study, part of the consultation process was to assist Janet
is defining her passion to discover her career niche. The consultation process was
successful; she did select the career niche of an accessory designer which she presented
during the Dream Job presentations.
All student participants who participated in individual consultations were able to
make connections with their favorite books/magazine except Veronica; she was the only
student participant who did not connect with her selected book/magazine.
There are no guarantees that students will successfully be able to make a
psychological connection with every component of this career exploration model, as is
the case with Veronica. No specific reasoning can be contributed for the lack of
connection, as noted prior in this research study the individual consultations are a one-onone meeting between the researcher and the student participant to assist the student
participant in making their connections; but for whatever reason those connections are
not always possible.

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Dream Job Presentations
Eight student participants reported findings of a dream job. Four student
participants presented Week 9, Amanda, Marie, Cass and Melissa, and four presented
Week 10, Janet, Reese, Veronica, and Nena. Student participants were provided with the
opportunity to select a career niche that they believe reflects the summation of the career
exploration model, but specifically reflect a connection to their Holland code. In some
cases student participants were able to select fashion careers that included a complete
representation of all three codes; in other cases one or two codes were represented. The
following information reviews the student participants presentations and outlines the
connections that each student participant made based on their understanding of this study.
Table 11
Cass Dream Job Presentation Chart
Participant
Cass

Career niche
& Holland
code
Retail Store
Owner
ESC

Holland code(s)
& comparability
ASE/ASC
A
C

MI strengths

RM

Favorite
TV

Music
Intrapersonal
Logical/Math

Favorite
book
Act Like a
Lady,
Think Like
a Man

Cass selected the dream job of a retail store owner to reflect her career niche. This
fashion career is well suited for Cass because it reflects all three of her Holland codes.
Cass realized that by selecting this career, she has the freedom and flexibility to select a
location that best suits her needs. She described how the qualities of a retail store owner
coincide with her Holland codes of ASE/ASC, and MI of intrapersonal and
logical/mathematic. For example, she suggested that this occupation must possess strong

123
leadership, customer service, time management, communication, and accounting skills.
She stated that her primary reason for selecting this career is because, I want to be my
own boss which is a characteristic of the Enterprising typology.
Cass was able to make a connection with her MI and her favorite book. During
her presentation, she stated Being a retail store owner has to deal with much
independence, yet paying attention to detail. This is where the Interpersonal and
Conventional overlap. Additionally, what Cass has taken from the book Act Like a Lady,
Think Like a Man in terms of applying it to her career niche is the ability to see things
the way they really are and when running a business, think more logically than
emotionally. By this statement, Cass is also applying her MI logical/mathematical
strength. Although Cass did not use her role model or her favorite television program, she
was able to make a connection with her dream job that was confirmed by her favorite
book. Cass did receive an individual consultation and she presented Week 9.
Table 12
Amandas Dream Job Presentation Chart
Participant Career niche Holland code(s) & MI strengths
comparability
& Holland
code
Amanda
Boutique
ASI
B/K
Owner
Visual/Spatial
A
Music
ESC

RM
Favorite TV Favorite book
Ms. Stubbs Project
(former
Runway
biology
90210
teacher)

Twilight
Nylon

Boutique Owner was Amandas dream job selection and although it only reflected
the Holland code of S, she was able to explain why this occupation was well suited for

124
her. She described this career niche as Entrepreneurs who use knowledge of the fashion
industry and business to make profit. [They] own businesses that appeal to specific
consumer profiles. They oversee all operations such as money, advertisement, inventory,
or visual displays. She compares her MI musical to her Holland artistic and describes
them as a combination of ones ability to be perceptive and sensitive, while appreciating
creativity.
When describing her Holland code characteristics as they reflect her career niche,
Amanda suggested that her A described the fact that she is creative and inventive and
Artistic people are perceptive and appreciate cultural influences that they can incorporate
into their vision. Amandas S represents the aspect of the enjoyment of assisting people
in her boutique and she stated that her I indicates a preference to work with data and stay
organized, which are all strong characteristics of a boutique owner.
Amanda chose not to meet with the researcher for the individual consultation.
Therefore, during her presentation her connections to her dream job were slightly
different and not truly confirmations to a career niche but more of a reflection of her
Holland code. For example, Amanda compared the book Twilight to her Holland code of
I, which is a vampire series that can be described as intriguing and mysterious; the
magazine Nylon Magazine to her Holland code A, which represents a creative interest;
and her favorite television program 90210 to S, which demonstrates a social community
of friends who transition from high school to college. Although the connections were
illustrated slightly differently, Amanda primarily understood the premise of making
connections to her Holland codes but not to her career niche. However Amanda was able

125
to make a connection with her role model, her former biology teacher, Ms. Stubbs.
Amanda views her role model as driven and successful, a woman who loves her career;
therefore, the connection that she has made is a desire to have a dream job as a boutique
owner and to love the career that she has selected. Furthermore she understands that in
order to succeed as a boutique owner, she must be driven to be successful. Amanda
presented Week 9.
Table 13
Nenas Dream Job Presentation Chart
Participant
Nena

Career niche Holland code(s) &

comparability
MI strengths
& Holland
code
Fashion
ASC
Designer
A
Musical
S
Interpersonal
ASR
AER

RM

Favorite TV Favorite book

As a fashion designer for apparel shoes and accessories, Nena suggested that her
dream job requires her to be able to set her own designs apart from others to create a
unique signature style. Nena selected an occupation that reflects two of Holland codes
the A and the S; therefore, she should find success with this fashion occupation. She also
realizes that she is responsible for creating styles for every upcoming season and staying
updated on the latest fashion trends.
Although The Art Institute does not offer a design degree, it is still encouraged for
students to follow their dreams. Therefore, Nena realizes that she must prepare herself
accordingly by obtaining additional education. After she receives her associates at The

126
Art Institute, she then plans to obtain a fashion design degree from Johnson and Wales
University.
Nena relates her MI and Holland codes by stating that her Artistic is equivalent to
her MI musical strength because both suggest the ability to incorporate or appreciate
creativity: Being creative has a huge impact on being a fashion designer, and it can help
you to identify different styles plus your own signature style. Additionally, Nena
connected her S Holland code to her MI interpersonal, which also is a synonym for
social. Nena described the importance of incorporating the Social aspect into the traits of
a fashion designer: she stated that it is essential to be able to communicate with others
professionally. Although Nena selected a role model, favorite television show and
favorite book, she was not able to make a connection with these components. She did not
receive an individual consultation and she presented Week 10.
Table 14
Melissas Dream Job Presentation Chart
Participant
Melissa

Career niche Holland code(s) &

comparability
& Holland
code
Fashion
ESA
Publisher
S

MI strengths

RM

Interpersonal

Oprah
Winfrey

Favorite TV

Favorite
magazine
Glamour

ESA

According to Melissa, her dream job as a Fashion Publisher is a combination of

fashion journalism, photography, illustration and graphic design. And according to her
Holland code of ESA this occupation is perfectly suited for her because the occupation is
also coded ESA. Working at a fashion magazine or trade paper is typical in a publication

127
house. Publishing also includes reading and reviewing materials about fashion for
publication and marketing to consumers.
Melissa stated that this career reflects skills of an Enterprising person because
they possess the ability to persuade and direct others, they value power and status, and
they also would make great entrepreneurs. The S or Social reflects their ability to work
around others in a social setting, and the A or artistic reflects creativity and
imagination when fashion is illustrated in print.
Melissa compared her Holland code S to her MI interpersonal. During her
presentations, she stated, As a Fashion Publisher, I would use these interpersonal skills
compared to my S in my Holland code when I am communicating with advertisers,
marketers, and editors. Melissa made a connection with her role model, Oprah Winfrey.
She described Oprah Winfrey as a successful entrepreneur who publishes her own
magazine, O. Melissas book or magazine connection was confirmed with Glamour
Magazine: she stated, My dream job would be to publish women's fashion articles or
sections in a famous magazine. Melissa received an individual consultation and she
presented during Week 9.

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Table 15
Reeses Dream Job Presentation Chart
Participant
Reese

Career niche Holland code(s) &

comparability
& Holland
code
Fashion
ARS
Designer
A
R
ASR
S
AER

MI strengths

Musical
B/K
Interpersonal

RM

Favorite TV

Kimora Lee
Simmons

Fraggle
Rock &
Forensic
Files

Favorite
book
Twilight

Reese selected fashion designer as her dream job. All three codes reflected in this
fashion occupation are also present in Reese Holland code; therefore she is well suited
for this career. She stated that the employers who are looking for designers would prefer
college graduates with a 2-year or 4-year degree and are knowledgeable in textiles,
fabrics, fashion trends and have and an eye for appreciation of beauty. Reese is also
aware that The Art Institute does not offer a fashion design degree; however, she does
know how to sew and therefore she is not planning to obtain an additional degree in
design but is considering obtaining an additional four-year business degree at Chapman
University in California or at the University of North Carolina Charlotte or Chapel Hill
once she completes her associates degree in Fashion Marketing at The Art Institute.
Reese described the fashion designer career as physical and hands-on, relating it
to Realistic; creative understanding and abstract, relating it to Artistic; and people
oriented and motivated by feelings, relating it to Social. Reese stated that the skills of a
fashion designer when compared with her MI and Holland codes require that she is

129
creative, communicative, network with others, and understand people trends and
motives.
Reese selected Kimora Lee Simmons a former model who currently operates a
fashion design house as her role model. She said that she admired her ability to be a
strong independent business woman. Therefore, Reese would also desire to possess those
skills. The two television programs that Reese selected are Fraggle Rock and Forensic
Files. The connection that Reese made with Fraggle Rock is that she enjoyed this
cartoon as a child, and she believes that it is important to incorporate humor into the work
environment and to ensure that everyone is having a good social time, the same good
time incorporating humor that she enjoyed as a child watching Fraggle Rock. The
connection that Reese made with Forensic Files, which is a crime show that she
described as very hands on, is the relationship that designers have with their designs; it
is a hands-on process. Reese also made a connection with her favorite book Twilight. She
stated I love mysteries and when you consider elements of design, sometimes it can be
mysterious when you are trying to create something different for a new season.
Reese is one of the few student participants in the study who was able to make a
connection with every component and she was the only student participant whose
Holland code and MI strengths were perfectly aligned, meaning her Holland code and MI
strengths perfectly overlapped and were easy for her to comprehend the concept of the
study and how it relates to her career niche. Reese met with the researcher for an
individual consultation and she presented Week 10.

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Table 16
Veronicas Dream Job Presentation Chart
Participant
Veronica

Career niche Holland code(s) &

comparability
MI strengths
RM
Favorite TV
& Holland
code
Fashion
ASE
V/S
Nina Garcia South Park
Director
S
Interpersonal
A
Musical
ESA

Favorite
book

Fashion Director is one of the most highly recognizable and sought-after fashion
careers. According to Veronica, who selected this career for her dream job, these
positions are extremely limited and difficult to obtain, but it would be a great career
opportunity for Veronica if she could obtain it because the ESA Holland code for this
occupation reflects her ASE Holland code. Veronica described the career as responsible
for creating a unified look and feel across all fashion divisions of a department store,
design house, or fashion magazine.
As Fashion Director, Veronica related her Holland code and MI to her career
niche by describing her Artistic ability as very visual and creative and connecting it to
her MI musical by stating that it is also creative through its musical ability or musical
appreciation of that creativity. Veronica explains that her MI interpersonal will be
beneficial with her dream job because she is very interactive with people and she enjoys
networking. Veronica also describes her Enterprising skills as helpful in this occupation
for negotiation purposes.
Veronica selected Nina Garcia as her role model. Ms. Garcia is the former
Fashion Director for Elle Magazine. Veronica described her as very stylish, extremely

131
knowledgeable in the fashion industry and a great networker. South Park is
Veronicas favorite television show; she stated that the connection with this program and
her career niche involves working in an environment that is social because the characters
on South Park are social able characters. Which are characters that she describes as
people who are living in a community that is real world and if they have problems
they always take the time to talk it out, that's what makes the show interesting. One of the
aspects that Veronica stated that she enjoys most about the show is how the characters
choose not to place limits on their friendship, they talk to everyone about everything.
This is an aspect that Veronica would like to transfer into her career as Fashion Director.
Although Veronica had an individual consultation with the researcher, she required very
little guidance. She was able to successfully make the connections for herself. Veronica
presented in Week 10.
Table 17
Janets Dream Job Presentation Chart
Participant
Janet

Career niche Holland code(s) &

comparability
MI strengths
& Holland
code
Accessory
ASI
Designer
CSI
A
Music
ASR
C
Intrapersonal
AER
Visual/Spatial
B/K

RM
Serena
Williams

Favorite TV Favorite book

Cosby
Show,
Living
Single,
Different
World

Vampire
Huntress &
Agatha
Christie
Novels

As an accessory designer, Janet plans to focus her creations on shoes and then
eventually expand to handbags and jewelry. Two of her Holland codes (AS) are
congruent with the selected occupation. Her target market is southern professional

132
women between the ages of 25 to 50, and she desires to keep her business in the southern
region close to home. Janet described her musical MI strength and Holland Artistic
connection as a creative vision that she sees as the future representation for her
accessory design business. Identifying Serena Williams as her role model, Janet connects
the success of this 10-time tennis grand slam winner to her entrepreneurial efforts outside
of the tennis court and in the fashion realm where Serena has successfully developed a
clothing and accessory line that is showcased on Home Shopping Network. Janet also
made a connection to the favorite television programs that she selected, The Cosby
Show, A Different World, and Living Single which are all programs that focus on
young African-American professionals and their ability to balance professional, social,
and family life.
Her favorite book selections of the Vampire Huntress and Agatha Christie novels
Janet explains, adds the suspense to her life but brings everything all together, at the end
of the day the mystery is solved and everyone is united. Janet received an individual
consultation from the researcher; however, other than needing guidance for selecting a
career she did not need guidance to make a connection with the components of this study.
Janet presented Week 10.

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Table 18
Maries Dream Job Presentation Chart
Participant
Marie

Career niche Holland code(s) &

comparability
MI strengths
& Holland
code
Boutique
SAE/SEA
Owner
S
Interpersonal
A
Musical
ESC

RM

Favorite TV

Kate
Hudson

King of
Queens

Favorite
book
Rape of
Nanking
WWD

Marie selected boutique owner as her dream job. This fashion career reflects two
of Maries Holland codes E and S. She described the occupation as a person who is
entrepreneurial-minded and uses a combination of savvy business skills and in-depth
knowledge of the fashion industry to make a profit. Marie plans to obtain an additional
graduate Masters in Business Administration from Boston University to assist her in
achieving her goals.
Marie made a comparison with her MI musical strength and her Artistic Holland
code and she also compared her MI interpersonal with her Holland code S as synonyms.
Actress Kate Hudson was selected as Maries role model. Marie described her style as
bohemian chic, a signature style that she would like to carry in her boutique. The King
of Queens television program represents a desire to live in a large city and always have
more and earn more, and that is exactly what Marie is aspiring to do. Maries book
selection the Rape of Nanking represents a love of history and a desire to have vintage
merchandise in my store and to know the stories behind the vintage pieces. Marie
conducted an individual consultation with the researcher, and, although she required
some guidance to make the connection with her book selection, overall Marie had a

134
strong grasp of the components of the study to make her connection. She presented Week
9.
The table below outlines provides a visual illustration of the components that each
student participant was able to make a connection with during their Dream Job
presentation. Themes and analysis from the Dream Job presentation are also noted below.
Table 19
Student Participants Dream Job Chart
Student participants
Cass
Amanda
Nena
Melissa
Reese
Veronica
Janet
Marie

MI
X
X
X
X
X
X
X
X

Role Model

Favorite
TV

X
X
X
X
X

X
X
X
X

Favorite
Book/Mag
X
X
X
X
X
X

The following themes emerged from the Dream Job presentation.

1

Every student participant was able to make a comparison between their MI

strength and their Holland code. Although one student participant (Janet)
indicated during her consultation that she was slightly confused with her MI
she was still able to make a comparison. Because the MI and Holland code
comparison which indicates the overlapping interests is a major component of
the study this theme is significant.

Six (75%) student participants were able to make connections with their role
models by specifically identifying characteristics that they possess which

135
could be transferred into a career or by aspiring to obtain the dream job that
the role model occupies or have been employed as. For example, Marie who
selected Kate Hudson desires to transfer Ms. Hudsons bohemian style into
her boutique business, or Veronica who selected Nina Garcia as her role
model because Ms. Garcia was a former fashion director and Veronica
selected this career in her Dream Job presentation.
3

After some student participants became aware of what the Dream Job
presentation entailed, they desired to alter their role model, favorite book, and
favorite television program to fit within the confides of the presentation and
their career niche. Therefore during the individual consultations, the use of the
index card that indicated the original identified role model and selected
television show and book was used as a tool to assist students in
understanding how these components actually do connect and confirm ones
career niche.

Student participants who presented during the 2nd week of presentations

(Week 10) had a tendency to comprehend some of components more readily
than student participants who presented during the first week which could be
contributed to a comfort factor. The student participant who presented during
week 10, after the first group of student participants had presented, were
exposed to some of the nuisances or simple requirements that could make
their presentation stronger. Additionally, those who participated in the
individual consultations for the 10th week of presentations also felt more at

136
ease and were more prepared for the consultations when they met with the
researcher.
5

Career-Style used as a confirmation to assist student participants in making

their connections with their dream jobs was evident, specifically, the
Book/magazine connection which, six (75%) out of eight student participants
included in their presentations.

The final theme that was evident during the Dream Job presentations was the
selection of Enterprising or entrepreneurial occupations. Two student
participants selected the occupation of Boutique Owner, one selected Retail
Store Owner, three desired to be a Designer including specializing in fashion
or accessory, and one student participant selected the career of Fashion
Publisher. The only other career presented that is not considered
entrepreneurial, but is considered a leadership position, is Fashion Director.
This leadership pattern is a result of the fact that 50% of the student
participants who presented possessed an Enterprising typology which
indicates that they are well suited to occupy careers that reflect an
entrepreneurial ability or in the case of the Fashion Director, strong leadership
skills, during the class discussion, student participants agreed that the desire to
own ones business and not work for someone else was a priority.

Overall, each student participant was able to make connections with components
of the Dream Job presentation that reflects their skills, talents, interests, and personality,
and ultimately guided them to a better understanding of their career niche or dream job.

137
Every student participant except one (88%) was able to connect to two or more
components of the Dream Job presentation and four (50%) student participants made
connections with all of the components of the Dream Job presentation; therefore, it can
be concluded that the student participants perceived some of the components for the
Dream Job presentation as useful.

138
Career Posttest
Table 20
Career Posttest Results
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

Career
Score
Accessory Designer (Jewelry)
5
Boutique Owner
8
Buyer
7
Colorist
4
Costumer Designer
4
Department Store Manger (Retail)
6
District Manager
1
Event Planner/Fashion Show Planner
4
Fabric & Textile Producer
5
Fashion Forecaster
3
Fashion Publisher
6
Fashion Designer
8
Fashion Director
4
Fashion Editor (& Magazine)
8
Fashion Illustrator
2
Fashion Instructor
3
Fashion Model
5
Fashion Journalist
2
Fashion Photographer
4
Fashion Textbook Writer
4
Fashion TV show Host
1
Fashion TV Show Producer
1
Graphic Designer
1

24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.

Career
Hair Stylist
Human Resource Manager
Make-up Artist
Modeling or Talent Agent Director
Model and Talent Scout
Museum Curator
Museum Technician
Pattern Maker
Personal Assistant
Personal Shopper
Regional Sales Manager
Runway Show Producer
Sales Associate
Sales Representative
Security Manager
Showroom Sale
Sketch Artist
Spinners
Stylist
Technical Designer
Textile Designer
Visual Merchandiser
Wardrobe Consultant

Score
4
3
3
1
1
2
2
2
1
5
1
1
7
2
1
3
3
2
8
2
3
5
3

The career posttest was conducted on the last day of class. Eight of the 10 student
participants identified 46 fashion careers. When compared to the 14 careers noted in the
pretest, there was an increase of 329%.
The fashion careers that were identified by all eight student participants were
Boutique Owner, Fashion Designer, Fashion Editor, and Stylist. As noted by several
researchers (Gorek, 2007; Granger, 2007; Hartsog, 2007), the career of Fashion Designer

139
is familiar to most fashion students. Boutique Owner was one of the more popular dream
jobs that were selected two out of nine times during the presentations. Therefore, having
been exposed to that career either by selecting it as a career niche or listening to two
presentations would influence student participants to identify it during the post-test.
The Stylist career was identified five times during the pre-test and was also
included as a favorable career for the S group during the Holland Code Group
Exploration project and presentations. Therefore, that could have influenced the student
participants to add it to their post career list. And finally the Fashion Editor was covered
as a Dream Job presentation and also one of the professional guest speakers from Week
4, Rachel Sutherland from the Charlotte Observer who is also a Fashion Editor;
according to the student participants during the class discussion her presence in the
classroom left a memorable impression with the them because she was very
knowledgeable about the fashion industry and she also provided great advice to assist
them with their careers.
Other fashion careers that were identified by most of the student participants were
Buyer (n = 7) and Department Store Manager (n = 6), both careers that researchers have
identified as recognizable for fashion students (Gorek, 2007; Granger, 2007; Hartsog,
2007). Fashion Publisher was another career that was identified by six of the student
participants and it was also selected as a Dream Job. Sales Associate (n = 7) is a highly
recognizable occupation because some of the student participants at one time or another
stated that they have either been employed in that capacity or have known someone who
has been employed as a Sales Associate. While visual merchandiser (n=5) maintained its

140
status quo from the pre-test, model (n=5) increased its exposure by two student
participants indicating that at least two student participants has been exposed to the career
of fashion model.
Table 21
Student Participant Pre and Post Career Chart Comparison
Student participant
Amanda
Nena
Melissa
Veronica
Reese

# of careers ID in
pretest
7
3
9
7
5

# of careers ID in
posttest
20
21
15
16
31

Increase
13
18
6
9
26

% increase
286%
700%
167%
229%
620%

Individual Comparisons of the Career Pre- and Posttest

Five student participants responded to both the career pre- and posttests. Absences
prohibited the other student participants from responding.
When reviewing these results individually, it can be seen that Reese indicated the
greatest number of careers (n=31) during the post-test, which was also the second highest
increase by percentage (620%) in careers noted by students participants overall.
Considering that she selected the dream job career of a designer, some of her new
occupations reflected the progression or direct ties of this career path such as, illustration
sketch artist, costume designer, textile designer, patternmaker, and fashion model.
Nena actually indicated the highest percentages of increase at 700% by
identifying 18, additional careers during the post-test than she noted during the pre-test.
Similarity, both student participants (Reese and Nena) selected the dream job of fashion
designer as their career niche and like Reese, Nenas post careers lists reflected her dream

141
job selection of a fashion designer which was the first career on her list, in addition to
some of the other dream jobs and exploration careers that she was exposed to due to the
group project. Some of the careers that Nena noted included sketch artist, pattern maker,
costumer designer, fashion model, fashion photographer, boutique owner, and hair stylist.
When reviewing one more student participant, Amanda who added 13 careers, a
percentage increase of 286%, and her list of post-careers consisted of occupations that
she was basically exposed to through her dream job presentation also. Amanda selected
the career of a boutique owner, and additional careers were noted due to the Holland
Code Career Exploration Group project and presentation when she highlighted the
careers of a hair stylist, fashion stylist, human resource manager, showroom sales
representative; additionally she listed careers that other student participants identified
during their dream job presentations such as accessory designer and fashion publisher.
When reviewing the other two student participants career post-test results,
similar themes appear. Student participants were able to identify careers that they were
closely associated with based on either their dream job presentation or Holland Code
Career Group Exploration presentation or because of the presentations that they heard in
class from other classmates.
When considering the average results of the five student participants who
completed both the career pre- and post-test, it can be seen that they identified an average
of an additional 14.4 more fashion careers, representing a 332% increase. Overall the
career post-test indicated that the career exploration project and presentation was helpful

142
in assisting student participants with increasing their learning of fashion careers by an
average of 14.4 additional fashion careers as indicated by the career post-test.
Semantic Differential Survey
The Semantic Differential Survey was distributed on the 10th week of the class.
The following details the analysis of the survey which depicts the use of themes and
descriptive analysis. All questions were ranked using a Likert-type scale from 1 to 5; 1
indicated not helpful, 2 indicated somewhat helpful, 3 indicated neither helpful nor
unhelpful, 4 indicated helpful, and 5 indicated extremely helpful. Each question used in
this study mirrored a perception study where students were asked to what degree they
found what they were measuring useful. In this study the researcher selected to alter the
word degree and change it to extent (Rhodes & Carifio, 1999). Please see Appendix J for
the survey. The table below outlines the findings that are further detailed in the
description that follows.

143
Table 22
Semantic Differential Survey Results

Question #
1
2
3
4
5
6
7

Participants
who
responded
to the
survey
8
8
8
7
7
7
8

Number
of participants
who indicated
a 2 on the
survey

Number of
participants
who
indicated
a 3 on the
survey

1
2
1
1
1
2

Number of
participants
who indicated
a 4 on the survey

Number of
participants
who indicated
a 5 on the
survey

4
4
2
2
1
1
2

4
3
4
4
5
5
4

Questions 1 and 5 both received the highest positive scores from student
participants. Question 1 asked, To what extent does the Holland code assess student
participants perceptions of their career niche in the fashion industry? In every
presentation, student participants provided excellent examples of how the Holland code
reflected their career niche. One student participant noted on her survey, Being artistic is
my highest code and that is the most valuable asset to being a fashion designer. Another
student participant noted, It has given me ideas to what my fashion careers can be. And
another student participant commented that the Holland code solidified my career path
through research.
Of the eight student participants who completed the survey, all of them ranked the
Holland code with a 4 or higher; four of the student participants ranked the Holland code
with a 5. The Holland code was the primary assessment used for this research study and
the student participants who used this assessment perceived it as useful since no student

144
participant indicated on the semantic differential survey a ranking less than 4 and
according to the Likert-type survey 4 indicates useful.
Question 5 also received a high response from student participants who
participated in the survey when responding to the question To what extent were you able
to perceive a connection with your favorite book or magazine and your career niche?
Seven out of 8 student participants responded to Question 5. Only one student participant
indicated a 3 on her survey. The other student participants indicated 4s or 5s, of which
one student participant indicated a 4 and five student participants indicated 5s. The
connection to the favorite book or magazine represents a confirmation of the student
participants selected career niches. For example, when Marie selected the book Rape of
Nanking she connected this books historic nature to her desire to include vintage
clothing in her boutique. For Cass, her connection to Act Like a Lady, Think Like a Man
demonstrates a desire to operate her retail store out of logic as opposed to emotion.
Although career-style (Savickas, 1989) in the form of selecting a favorite book or
magazine is not an assessment tool, it has been useful as a career exploration model
which consists of provoking a psychological connection to ones career niche, and this
was evident during the Dream Job presentations, when six out of eight student
participants were able to successfully make a connection with their dream jobs. It was
also evident in their responses in the survey.
Questions 4 and 6 both received responses from seven of the eight student
participants. Question 4 was central to the study because this component addressed the
importance of identifying a role model. Of the seven responses, six student participants

145
indicated positives scores; two student participants ranked the role model connection with
a 4 and, four student participants ranked the role model connection with a 5. Only one
student participant indicated a 3 on the Likert-type survey, stating there would have
been more of a connection if I knew I was choosing one for this specific project.
Interestingly, this student was informed, just as the other student participants were, that
the point of the research project was to make a connection based on the person whom you
admire as a role model or the qualities that her selected role model possess which was an
identification process that occurs prior to the start of the dream job project; however,
based on this student participants comment, she was not able to comprehend this
component. As researchers have indicated, role model identification as it relates to career
exploration usually indicates one of two results, both of which were noted during the
Dream Job presentations (McFarland et al., 2000; Quimby & DeSantis, 2006; Rivera et
al., 2007). One result is that a student will desire to choose a similar career choice, which
Veronica indicated when she selected to become a Fashion Director like her role model,
Nina Garcia (Quimby & DeSantis, 2006).
The other result is that the student admires traits and characteristics that they
noticed in their role model and desire to transfer those traits and characteristics to
themselves when they take on their dream job (McFarland et al., 2000; Rivera et al.,
2007) which was evident with Amanda, who selected her former biology teacher, Ms.
Stubbs, because she was successful in her career and Amanda loved how much she was
focused and driven.

146
Question 6 is the only question on the survey that received a response of a 2.
Seven out of eight student participants responded to the question that addresses the
connection that student participants can make to their favorite television program and
their career niche. The survey question asks, To what extent were you able to perceive
connection between your favorite television program and your career niche? The student
who indicated a 2 on her survey stated, I didnt really feel my connection was
successful, I just loved the show for comedic reasons. This student felt that the other
components of the exploration model were more useful than the television program.
However, another survey comment was My favorite television show character fit my
personality. The student participant who made that comment meant that the characters
on her favorite show were true to life and sociable and that she could find them easy
to talk to she indicated a 5 on her survey. There were five student participants who
ranked this question with a 5 and one student participant who ranked this question with a
4. Similar to Question 5, career-style (Savickas, 1989) in the form of selecting a favorite
television program is not an assessment tool, but it has been useful as a career exploration
model when used to make a connection with a career niche. Although television
programming was slightly less popular in making a psychological connection with the
student participants career niche in this research study when compared to the connection
that student participants made with their selected favorite book or magazine, five out of
eight student participants were able to make that connection during the Dream Job
presentation.

147
Questions 2, 3, and 7 all received a response from all 8 student participants in
addition to at least one neutral response. Question 2 asks, To what extent do you
perceive being better prepared for your career in the fashion industry by participating in
the Dream Job project and presentation? Of the eight student participants who responded
to this question, four student participants ranked this question with a 4, one of which
indicated I feel that I have knowledge about my dream job. Another student participant
commented, It made me realize that I want to pursue this career even more. Three
student participants ranked this question with a 5; a comment from one of the students
included It better solidified my career niche and what I would like to do after school.
Only one student participant ranked a 3 on the survey and indicated that she didnt feel
better prepared but more knowledgeable.
The Dream Job project was a crucial learning tool that was foundational to this
research project. It provided the platform in which students had an opportunity to express
what they learned and experienced about themselves, their career niche, and ultimately
their lifelong endeavors.
Question 3 addressed the overlapping interest of the Holland code and the MI
assessments asking, To what extent were you able to perceive a connection between the
Holland code theory and the MI theory that connects to your career niche? Of the eight
student participants who completed the survey, four ranked this question with a 5, two
ranked this question with a 4, and two ranked this question with a 3. One student
participant who indicated a 3 on the survey stated that the Holland code was more
accurate. During the Dream Job presentation, one student stated, My MI and Holland

148
codes do not match even though they actually did match. The researcher illustrated for
her how the Holland codes and MIs were aligned during her individual consultation, and
she shared that information during her presentation. However, she still was slightly
confused by the lack of alignment of some of her codes. Only one student participant in
the study, Reese, had a perfect alignment of Holland codes and MI strengths. However,
that does not indicate that there was no overlapping interest for the other student
participants. In fact, for every student participant in the study, there was at least one MI
strength that matched one of their Holland codes. Additionally, every student participant
was able to illustrate an example of their overlapping interest between their MI and
Holland code during their Dream Job presentation. This was the only component that was
indicated in every dream job presentation.
Question 7 addressed the group exploration project, asking To what extent has
the career exploration presentation assisted you in becoming more exposed to fashion
occupations in the industry? Two student participants responded by indicating a 3 on the
survey; all other responses were 4s or 5s-two 4s and four 5s. A comment from a student
participant who ranked the survey with a 4 stated, It was helpful, there are more fashion
occupations than I imaged so it exposed me to a wider variety of fashion careers, and a
student participant who ranked the survey with a 5 said, There are careers out there that
I never thought of, and the final comment was from the student participant who
indicated a 3 on the survey. She stated I knew about most of them already. However
this student later admits that she did not know all of them.

149
The career exploration presentation was essential to this research project primarily
because it was foundational to the secondary purpose of this study which was to expose
fashion students to various positions in the fashion industry beyond the typical buyer,
designer, and retail management careers. Although this was accomplished through the
career exploration presentation and the use of the Holland Code Fashion Career Chart,
the results were evident in the pre-and post career test. Students who participated in the
career post-test increased their fashion career terminology by an average of 14.4 fashion
careers or 332%.
Although some student participants indicated a few 3s, which represents that the
question they responded to was neither helpful nor unhelpful, no student participant
indicated a 1 and only one student indicated a 2 for one question on the survey. Student
participants indicated throughout the survey a vast number of 4s and 5s in response to
their opinion of perceived usefulness of the career exploration model and the career
exploration projection.
Summary
This chapter provided a detailed analysis of the activities that occurred during this
research study. The following activities were analyzed: the Holland code assessment, the
pre-career test, the Holland Code Group Exploration project, a comparison between preand post-career test, optional individual consultations, Dream Job presentations, and
semantic differential survey. Analysis was conducted by use of themes and descriptive
analysis. The primary purpose of this research study was to perceive if this career

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exploration model was useful and the secondary purpose of the study was to measure
awareness of various positions in the fashion industry after the career exploration
process. Based on the analysis within this chapter these are some of the highlights:
1) Every student (100%) who participated in the Dream Job presentation selected a
career niche which reflected their Holland code. 2) Every student (100%) who
participated in the Dream Job presentation selected a career niche which reflected their
skills, talents, and interest, and they illustrated these finding during their presentation.
3) Every student participant (100%) who participated in the Dream Job presentation
made a connection with their MI. 4) Every student participant (100%) who participated
in the individual consultations was able to make a confirmation/connection with their
favorite book/magazine except one student. 5) Every student participant (100%) that had
an A as part of their Holland code, which indicates their interest in or desire to work in
an creative environment. 6) Eleven of the 12 student participants (92%) had an S as part
of their Holland code which indicates their interest in to work in a social environment or
an environment where they can assist others. 7) Six or 75% of the eight student
participants were able to make connections with their role models and their favorite
book or magazines. 8) Student participants identified 14.4 more fashion careers on the
post-careers test, indicating a 332% increase during the exploration project. 9) Five out
of eight student participants were able to make a connection with their favorite
television program.

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CHAPTER V
DISCUSSION AND RECOMMENDATIONS
This study served a dual purpose: 1) to determine the perception of usefulness for
a career exploration model that used action research methodology to assist first-quarter
fashion students in identifying their career niche primarily by use of the Holland code and
MI theories and the identification of a role model and 2) to measure awareness of various
positions in the fashion industry after the career exploration process. Fashion students
were exposed to fashion careers in the fashion industry primarily by use of the Holland
Code Fashion Career Chart that was developed by the researcher and reviewed by Peer
Professionals for the purpose of this study.
Seven research questions were developed to provide a framework for this study
and guide data collection and analysis. Noted below are the seven research questions and
final comments about each question. Additionally, this chapter reviews the significance
of the study and its contribution to fashion academia, implications for practice, a review
of the limitations, future research in this area, and reflections of the researcher.
Research Questions
Question 1
To what extent does the Holland code assess student participants perception of
their career niche in the fashion industry?

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According to career advisors (Duffy, 2008; Gottfredson & Holland, 1996;

Lulgjural & Cooley, 2006) quantitative assessments are helpful in determining a clients
career niche. The Holland code theory has been used by researchers to explore specific
occupations, addressing interest, compatibility, and congruence (Betz, Borgen, &
Harmon, 1996; Boyd & Cramer, 1995; Helwig & Myrin, 1997).
This study attempted to determine the perception of usefulness as it relates to
using the Holland code as a component in this career exploration model. Student
participants who used this assessment perceived the Holland code as useful by indicating
the most positive feedback in their responses on the semantic differential survey than any
other question. All 8 out of 8 student participants responded favorably to this questions;
four student participants responded by indicating a 5 and the other four students indicated
a 4. From the first day of the introductory course, student participants were introduced to
the Holland code theory and the specifics of their own code. Therefore, over the 11-week
quarter, each student participant had an opportunity to become intimately familiar with
each typology that represented their unique personality by working on projects that
described the environments most suitable for each to work in.
The familiarity and intimate comprehension of codes was first demonstrated
during the Holland Code Group Exploration project and presentations and then further
solidified during their individual Dream Job presentations. Overall, student participants
perceived the Holland code theory as useful and the student participants had an
opportunity to gain a better understanding of fashion careers through their research
experience.

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The Holland code theory was one of the foundational components of this career
exploration model. Student participants gravitated to its ability to easily apply,
comprehend, and incorporate it into their busy lifestyles as it relates to family, and
specifically their careers.
Question 2
To what extent do the student participants perceive they are better prepared for
their career in the fashion industry by participating in the Dream Job presentation?
Preparing students for their potential careers in the fashion industry by means of
an introductory course is a relatively new concept that few experts in fashion academia
have broached (Frazier & Cheek, 2005; Hines & Lee, 2005; Paulins, 2005). In this study,
the Dream Job presentation (see Appendix G) is part of that concept that was started by
fashion academia (Frazier & Cheek, 2005; Hines & Lee, 2005; Paulins, 2005) and
slightly modified to specifically reflect the students talents, skills, and interests.
In addition to researching the general requirements of an occupation, student
participants were also required to review the Art Institute curriculum in an effort to
prepare themselves for specific courses that would be beneficial to them in their selected
careers. Another requirement was for student participants to review the progression of the
career they had selected. In most cases, the dream job selected was an elite position that
would require obtaining an entry-level position first and then three to four mid-level
positions, and in some cases perhaps an additional graduate degree. Researching the
career progression was helpful to the student participants; not only did it provide them

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with an understanding of what was required of them to achieve the career that they
ultimately desired, but it also added to their existing body of fashion career terminology.
Some of the statements noted from the survey included it (the Dream Job presentation)
better solidified my career niche and what I would like to do after school and I feel that I
have knowledge about my dream job.
Additionally, student participants were required to speak to an industry
professional currently employed in their selected dream job. Having made contact with
current industry professionals who already occupied careers that they aspired to could be
beneficial to these student participants if they remain in contact and consider those
industry professionals as mentors or even role models. By gaining this direct exposure to
professionals in the field, one student participant commented now I realize that I want to
pursue this career even more.
Question 3
To what extent do student participants perceive that they can make a connection
between the Holland code theory and the Multiple Intelligences theory in
identifying their career niche?
When quantitative assessments are used for career exploration purposes, it is
recommended that multiple assessments be used (Lulgjural & Cooley, 2006). For the
purpose of this study, the two assessments selected were the Holland code and the MI
because the two theories display overlapping interests (refer to Table 1). For this
component of the career exploration model, the researcher received the assistance of MI

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lecturer Elizabeth Barkas who talked to the student participants on the specifics of the
theory during Week 5 of the quarter after they completed their MI assessment. As part of
the lecture, Mrs. Barkas addressed any misconception that students had about the theory.
For example, one student asked how she could be both interpersonal and intrapersonal.
Mrs. Barkas explained to the student that although she enjoyed the company of other
people, she also probably enjoyed having time to herself and the student concurred.
After the lecture, the researcher reviewed the comparison chart with the student
participants and explained the overlapping interests. This component of the career
exploration model was a key feature. According to the semantic differential survey, some
student participants did not indicate that this component was useful based on their
responses. For example one student participant indicated that the Holland code was
more accurate and ranked the survey with a 3; another student participant also ranked
the survey with a 3 which is actually a neutral indication, stating that the MI assessment
was neither helpful or unhelpful. All other student participants ranked this question with
either a 4 or a 5. Additionally, during the Dream Job presentation every student
participant was able to make a connection. Perhaps if the MI assessment had been
introduced earlier in the quarter then the few student participants who felt as though they
did not make a strong connection or did not find it useful would have.
Question 4
To what extent can student participants perceive a connection between their role
model, and their career niche?

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When role model identification is used in career advisors state that it helps to
assist clients in determining positive qualities that they admire about the person(s) they
selected (Quimby & DeSantis, 2006; Savickas, 1989).
Research indicates when role model selection is actually applied towards career
counseling, two outcomes occur: 1) Clients recognize the positive qualities admired in
their role model (McFarland, et al, 2000; Quimby & DeSantis, 2006; Rivera, et al, 2007)
or 2) clients desire to transition into the career of the person whom they selected as a role
model (Quimby & DeSantis, 2006). In this study both outcomes occurred.
Student participants selected their role models on the first day of class and during
the Dream Job presentations, student participants stated whether they admired qualities of
their role model or if they desired to someday occupy the position or similar positions
that their selected role models currently occupy. For example, Veronica selected Nina
Garcia, the former Fashion Director of Elle Magazine as her role model, and her dream
job is to one day be a fashion director. Another example is Marie who selected Kate
Hudson because she admired her bohemian chic sense of style, which is a style that Marie
would like to incorporate into her boutique. Of the seven responses, six student
participants indicated positives scores, two student participants ranked the role model
connection with a 4, and four student participants ranked the role model connection with
a 5, indicating that they perceived this connection with their career niche as very useful.
Question 5
To what extent can student participants perceive a connection between their
favorite book or magazine and their career niche?

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Research indicates that even when assessments are conducted and career
exploration has been performed, and all possible measures have been addressed, some
clients still have doubts (Bansberg & Sklare, 1986). Therefore, additional methods have
been developed to address such doubts.
Career-style is a career exploration method, not an assessment that provokes a
psychological connection or confirmation with the career that the client has selected
based on the selection of a favorite book or magazine (Savickas, 1989). In this study it
received one the most positive responses from students on the semantic differential
survey. Five student participants out of seven indicated a 5 on the survey, and one student
participant indicated a 4, which reflects that 75% of the student participants who
answered this question either perceive the book or magazine connection to their career
nice as useful. It also indicated that books or magazines proved to be a more reliable
confirmation tool than television programs; during the Dream Job presentation fewer
student participants were able to make a connection or confirmation with that career-style
option. Additionally although some student participants selected books and a few student
participants selected magazines which happen to be industry or fashion related such as
Nylon and Glamour, they were still able to connect them into their career niche.
Question 6
To what extent can student participants perceive a connection between their
favorite television program and their career niche?

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As noted in Question 5, the selection of a favorite television program is a
confirmation process known as careerstyle (Savickas, 1989). It was developed primarily
for the purpose of assisting clients who still have doubts regarding their career selection
after career exploration.
In this study, most student participants were able to make a connection with their
favorite television program with or without the individual consultation. However, there
was one student participant who stated that she didnt really feel my connection was
successful and that she simply enjoyed the show that she selected for comedic reasons.
In spite of that comment, six out of the seven student participants who completed the
semantic differential survey indicated positive responses. Two student participants ranked
the survey with a 4 indicating that they perceive the television program connection as
useful and four student participants ranked the survey with a 5 indicating that they
perceive the selection of their favorite television program to their career niche as very
useful. Although this care-style option was not as popular during the Dream Job
presentation when five student participants made connections to their selected favorite
television programs as opposed to six of the selected favorite book or magazines, the
perceived usefulness of this connection is represented as more than half of the students
who participated in this research study with 63% making a connection during their
Dream Jobs presentations.
Question 7
To what extent has career exploration assisted student participants to become
more exposed to new occupations in the fashion industry?

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According to Gorek (2007), Granger (2007), and Hartsog (2007), most fashion
students are underexposed to the range of fashion careers that exist other than the
traditional buyer, designer, and retail manager positions. In an effort to educate fashion
students, career exploration became a necessity.
In recent years, career exploration has been introduced into the fashion classroom
(Frazier & Cheek, 2005; Hines & Lee, 2005; Paulins, 2005) and faculty have created
innovative ways to expose students to fashion occupations besides the traditional buyer,
retail manager, and designer. In this study, the Holland Code Career Group Exploration
project and presentation was the innovative way used to assist students in becoming more
familiar with fashion careers in the industry. A pre-test and post-test were conducted to
measure awareness of students progress. On the pretest, 14 careers were identified and
on the posttest, 46 fashion careers were identified. There were 32 more careers identified,
which is a 329% increase. The primary theme that became evident was that student
participants were more likely to identify fashion careers during the post-test that they had
become exposed to during the Holland Code Career Group Exploration project and
presentation and also through the research that they conducted individually through their
Dream Job presentation. Although two student participants indicated neutral responses on
the survey, all other responses were positive. Two student participants ranked this
question with a 4 which indicates that they perceive the project as useful, and the other
four student participants who responded to this question ranked it with a 5 indicating that
they perceive it as very useful; therefore, 75% of the student participants who answered
this question either perceive this project as useful or very useful.

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Contributions Towards a Career Exploration Model

There are various career exploration models in place, some qualitative and some
quantitative. However, career advisors have agreed that when considering the
development of a holistic career exploration model, the model should demonstrates a
seamless integration to produce the best results (Whiston & Rahardja, 2005). This study
integrated multiple components throughout the course of the quarter, leading to the final
Dream Job project and presentation at the end of the quarter. However, the main aspects
of the career exploration model consisted of two quantitative assessments, the Holland
code and MI assessments, and the identification of a role model as the primary qualitative
component. The following section outlines the significance of each component of the
career exploration model.
When considering each of the components of this study, it is important to consider
all of the components connected as essential pieces of a puzzle that enhanced the overall
final outcome even if every component was not used by every student participant. Each
component of this study, although presented as an interdependent entity, could actually
be used independently as a career exploration model and also as a tool for determining
careers.
For example, the Holland code theory has been used by researchers to determine
if fashion merchandising students are interested in the career of buyer (Leonard, 1982), to
determine the most common primary, secondary, and tertiary codes of interior design
students (Vigna, 1996) or used as a career exploration intervention program based on the
primary Holland code (Boyd & Cramer, 1995). This theory was the foundation of this

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research study. Student participants were required to select their dream jobs based on the
reflection of their Holland code assessments. Every student participants was able to
successfully select a career that not only reflected their Holland code but it reflected their
skills, talents and interests, basically because each student participant had an opportunity
to become intimately engrossed with their Holland codes and their dream jobs and that
intimacy for their new found career niches was evident during both presentations and
throughout the course of the quarter.
MI theory was originally developed to study learning styles, (Franklin, 2006;
Strasser & Seplocha, 2005). However, this theory has recently been used to assist in
research for careers (Johnson & White, 2002; Wu, 2004). For example, at the University
of Florida, researchers surveyed criminal justice students to determine what career might
be best suited to them (Johnson & White, 2002). Another study by researcher Wu (2004)
used MI as an educational reform model to assist students in identifying careers with a
focus on how scholastic accomplishments in the classroom can transfer into their careers.
The MI theory served as the complementary assessment to the Holland code theory
primarily because of its overlapping interests or similarities to the Holland code. Every
student participant who participated in the Dream Job presentations was able to make a
connection with their MI which indicated that not only did the student participants
perceive the MI assessment as useful but they also comprehended the overlapping
interests of the two theories in addition to how the MI strengths could be used towards
the development of their career niche which was evident in both the Dream Job
presentation and Holland Code Group Exploration project and presentation.

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With regard to the third component of the study, role model identification,
researchers have explored the influence that role models may have on self-efficacy and
career exploration (Quimby & DeSantis, 2006). And another study reviewed family
members and perceived barriers that could exist when selecting role models and linking
them to potential career choices (McFarland et al., 2000). This component linked the
study to the qualitative option which provided an individual consultation. Although seven
student participants opted to partake in the consultations there were themes that were
evident. The most noticeable theme that emerged from the individual consultations with
the student participants occurred with those who received consultations during the second
week as compared to the first week. One reason could be the fact that students had
already been exposed to four Dream Job presentations and had an idea of what to expect
to make their connections during the consultations. Another reason was that the DreamJob Worksheet was being used while students were waiting in the classroom for their turn
to meet with the researcher for the individual consultation. And finally the researcher
noticed that the students during the second week seemed more relaxed during the
consultations, perhaps their relaxed mindset not only put them more at ease to answer the
questions that the researcher asked, but also allowed them to feel more at ease to make
the connections to their career niche. This can be attributed to the fact that student
participants had the opportunity to dialogue with each other and with the researcher
during the consultation about their connections; therefore, it was possible for those
connections to be made.

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What is important to consider about all of these components is the fact that each
of them is worthy of utilization and research and could actively and independently stand
on its own merit, and has. However, in this research study, the components were
combined, making the study even more significant, and certainly providing a career
exploration model that is noteworthy.
Furthermore, also of note are the confirmations that were used to enhance this
career exploration model, the careerstyle components: 1) favorite book or magazine and
2) favorite television program (Savickas, 1989). Although the careerstyle components
are not considered an assessment method, the students who participated in this study
perceived the use of these components as useful because they were able to make strong
confirmations with both. During the Dream Job presentations, television programs were
connected five (63%) out of eight of the presentations and the book or magazine, which
was the highest career-style component was connected during the Dream Job presentation
six (75%) out of eight of the presentations. Therefore, when each component is combined
with this career exploration model, it adds to its significance and ability to assist students
in identifying their career niche and perceiving it to an extent of usefulness.
The significant contributions that this career exploration model has made to
fashion academia include 1) the development of a holistic career exploration model that
provides a seamless integration process; 2) the awareness of overlapping interests as it
relates to the Holland code and MI theories, and 3) awareness of the use of career-styling
as a confirmation option to career exploration in connection with identifying a clients
career niche.

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Contributions Towards Career Exploration

Because fashion students are underexposed to various fashion careers other than
retail manager, buyer, and designer (Gorek, 2007; Granger, 2007; Hartsog, 2007), some
experts in the fashion field have taken steps to address this concern. Through career
exploration, undergraduate fashion students are exposed to various fashion careers in the
industry within a fashion introductory course by allowing them to research a career
project that could be team related (Frazier & Cheek, 2005; Hines & Lee, 2005; Paulins,
2005).
However when we consider providing students with career exploration
opportunities that best meet students specific needs, it would be more beneficial for them
to research fashion careers that specifically reflect their skills, talents, interests, and
personalities. Such as the skills, talents, interests and personalities that are reflected by
the Holland code assessments.
In this study, student participants worked together in a Holland Code Career
Exploration Group project and presentation where they researched 20 fashion careers that
reflected their assigned typologies. The Holland Code Fashion Career Chart exposed
them to over 40 fashion careers based on their specific Holland typology and at the end of
the quarter each student researched and presented on a dream job that they were exposed
to from this career exploration experience.
The significant contributions that this career exploration project and presentation
has made to fashion academia include 1) developing a structured program for fashion
faculty to use for assisting incoming freshman in identifying various careers in the

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fashion industry, and 2) the development of a fashion careers chart based on the Holland
code.
Implications for Practice
As Wu (2004) suggested, an educational reform is needed where education should
be merged with careers for the benefit of students. Therefore when it comes to
implications for practice, there should be an educational reform to assist students with
career exploration. Frazier and Cheek (2005), Hines and Lee (2005), and Paulins (2005)
have all offered fashion students an opportunity to excel when it comes to their careers in
the industry. However, there are fashion curriculums that are lacking in this area and
students who are not fully prepared for the fashion industry both because they are
unaware of the various occupations that are available to them as stated by Gorek (2007),
Granger (2007), and Hartsog (2007) and also because they have not received the career
guidance they need.
An implication for practice would be to implement a career exploration project
and presentation and career exploration model and presentation such as the ones that
were developed for this study. Although this study focused on first-quarter fashion
students, the basic theoretical foundation of the study, both career exploration and career
exploration model can be transferred to any major with a few slight modifications.
The key is to provide students with not just an education, which is what Wu
(2004) was protesting when he began to analyze and reform the traditional school
environment that he was in. That is what fashion faculty members (Frazier & Cheek,
2005; Hines & Lee, 2005; Paulins, 2005) noticed was missing from their curriculum

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when they implemented their career exploration projects. That is what should be
considered as administrators and faculty move forward in considering what is best in
terms of not just educating students, but preparing them for the next chapter of their lives;
that chapter after graduating from college is their careers.
Future Research
This study investigated student participants perception of a career exploration
model based on the Holland code theory and MI theory and the identification of a role
model in addition to a career exploration project and presentation. Implications for future
research in regards to the career exploration model could be considered at the high school
level. Specifically, for juniors and seniors who are preparing for college, faculty or
academic advisors could use this study as a guide to assist juniors and seniors in
identifying their careers and, therefore, their college major.
Another possible implication for future research would be to conduct a
longitudinal study based on the premise of this current study. Student participants would
be followed after graduation and into their careers, tracking their progress leading to their
dream job. Additionally, perhaps every five years, another Holland code assessment
could be requested, comparing it to their current occupation and their former Holland
code assessments to determine what changes have occurred.
Finally, the career exploration model could be used to train graduate students who
are studying to be career advisors. A study could be conducted to track graduates once
they have completed their program and begun practicing in the industry, documenting the
success or lack of success that they experience using this model.

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An implication for future research for the career exploration project and
presentation would be to conduct another posttest at the beginning of the next quarter or
semester once the student participants have returned from summer break to determine
what careers they have retained, or have increased/decreased from the original study.
This would be a great transitional research project that would extend the learning
experience for the student participants going into the next quarter or semester of college.
Another implication for future research could involve a comparison with
graduation rates and the new careers that students identified. This research study would
also be longitudinal, but it would provide a great benefit to the long-term impact of this
study not only for students, but for Career Services who made the suggestion when they
approached faculty regarding their dilemma and prompted the premise for this study.
Reflections
When I began this research study, I reflected on my college and career
experiences and how I, too, was impacted by not knowing exactly what I wanted to do
with the rest of my life. Working on my masters degree in clothing and textiles, I
realized that I possessed a strong desire to work in the fashion industry because of my
love for apparel and accessories, but I had no idea of the career that I should direct my
attention towards.
During my educational experience, the same careers that Gorek (2007), Granger
(2007), and Hartsog (2007) had informed us of were also reinforced-retail manager,
buyer and designer-but I was also introduced to the possibility of instruction. At that
time, I lacked the desire to pursue that option but was curious.

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Therefore my motivation for this study was to provide students with an
opportunity that I did not receive during my educational experience. Specifically, I
required guidance to discover my career niche as I aimlessly transitioned from retail store
manager to district sales manager and finally to a fulfilling career as a college professor
and career advisor.
As I reflect on each and every student participant who experienced this career
exploration model and career exploration project, I am thankful that I had an opportunity
to assist them, and thankful that they experienced an opportunity to redirect their lives to
fulfilling careers that they can call their dream jobs.
As I begin this course each and every quarter, I share with my students one of my
favorite lines. Wouldnt you love to have a job that you enjoy so much that instead of
hitting the snooze alarm button a few times each morning you just spring out of bed every
day, anticipating going to work? Well, that is what a dream job is all about. And that is
what defines the meaning of compatibility or, as Holland describes it, congruency:
matching people to their appropriate environments and allowing them to realize what it
means to be fulfilled by their careers.
It is that inspiration that continuously motivates me and fuels me to ensure that
students, clients, and anyone who is in need of direction or guidance with their career can
rest assure that this model can serve to assist them.

APPENDICES

APPENDIX A
KENT STATE CONSENT FORM

RESEARCH STUDY CONSENT FORM

Perceptions of Usefulness: Using the Holland Code Theory, Multiple Intelligences Theory and Role Model Identification to Determine
a Career Niche in the Fashion Industry
This consent form is for the purpose of conducting research on the Holland code theory, Multiple Intelligences theory and
identification of role model(s) to determine a career niche and inquiry as to the perception of usefulness for student participants using these
methods. I want to conduct this study because I would like to assist first quarter fashion students to identify their career niche and also to
determine their perception of usefulness in using these theories and identification of role model(s). I would like you to take part in this
project. If you decide to take part in this study, you will be asked to take an assessment on both the Holland code and Multiple
Intelligences theories, complete a survey that reflects your perception of usefulness on both theories and the selection of role model(s) for
assisting you in determining your career niche, participate in a group discussion where you can share your thoughts in an open forum with
other classmates, and possibly participate in a qualitative in-depth portion of the study where background information will be gathered
about you and you will be able to discuss your perceptions in depth with the primary investigator, Crystal Green.
Participants will initially work in groups with other classmates who have similar Holland codes that identify possible career
options that are congruent to their personality, skills and interests. From that initial investigation of possible career types, student
participants will then work independently to select a career that they were exposed to through group work and then chart out a plan that
could better equip them in securing an ideal occupation that is best suited for them. Student participants will then be asked to complete a
Multiple Intelligences assessment to determine strengths and also asked to identify their role model(s). Student participants will be asked
to make a comparison between their MI results and role model selection to that of their Holland code results, to determine their perception
of usefulness of each theory and make a connection with their role model(s). The entire process will be completed during the course of one
quarter of the Fashion Industry Survey class offered at The Art Institute of Charlotte. This process will in no way involve any discomfort
or risk.
Student participants will remain completely anonymous and full confidentiality will be retained by not using or requesting their
names on their survey forms; additionally for those who are participating in the in-depth qualitative portion of the study where background
information will be collected and role model(s) identification disclosed, student participants will be given pseudonyms that will be used in
place of their names.
If you take part in this project, you will gain a better understanding of how the Holland code theory, the Multiple Intelligences
theory and your selected role model(s) can be useful in assisting with identifying a career niche in the fashion industry based on your
personality, skills, and interest. Taking part in this project is entirely up to you, and no one will hold it against you if you decide not to do
so. If you do take part, you may stop at any time.
If you want to know more about this research project, please call me at (704-916-2358), or my committee co-advisers Dr.
Alexa Sandmann, at (330) 672-0652 or Dr. Steven Turner, at (330-672-0659). The project has been approved by Kent State University. If
you have questions about Kent State University's rules for research, please call Dr. John L. West, Vice President and Dean, Division of
Research and Graduate Studies (Tel. 330.672.2704).
You will get a copy of this consent form.
Sincerely,

Crystal Green, Ed.S.

Doctoral Candidate, Kent State University
and Instructor, Fashion Marketing & Management
The Art Institute of Charlotte
______________________________________________________
Student Participants Signature
Date

171

APPENDIX B
ART INSTITUTE OF CHARLOTTE CONSENT FORM

RESEARCH STUDY CONSENT FORM

Perceptions of Usefulness: Using the Holland Code Theory, Multiple Intelligences Theory and Role Model
Identification to Determine a Career Niche in the Fashion Industry
This consent form is for the purpose of conducting research on the Holland code theory, Multiple Intelligences
theory and identification of role model(s) to determine a career niche and inquiry as to the perception of
usefulness for student participants who are enrolled in the Fashion Industry Survey class at The Art Institute
of Charlotte. As the primary investigator I Crystal Green, desire to assist first quarter fashion students in
identifying their career niche and also determining their perception of usefulness in using these theories
combined with the identification of their role model(s). I would like you to take part in this research study. If
you decide to do so, you will be asked to take assessments on both the Holland code and Multiple
Intelligences theories, complete a survey which reflects your perception of usefulness for both theories and the
selection of role model(s) for assisting you in determining your career niche, participate in a discussion group
where you can share your thoughts in an open forum with other classmates and possibly participate in a
individualized consultation where we will further discuss your perceptions in depth with the primary
investigator, Crystal Green.
If you take part in this project, you will gain a better understanding of how the Holland code theory, the
Multiple Intelligences theory and your selected role model(s) can be useful in assisting with identifying a
career niche in the fashion industry based on your personality, skills, and interest. The entire process will be
completed during the course of one quarter of the Fashion Industry Survey class offered at The Art Institute of
Charlotte. This process will in no way involve any discomfort or risk. And is part of the normal activities
which are outlined in the class syllabus. Taking part in this project is entirely up to you, and no one will hold
it against you if you decide not to do so.
If you have questions or concerns regarding this research study other than those addressed in this consent form
initially you should contact me the primary investigator, Crystal Green at cdgreen@aii.edu additional
questions or concerns can directed to the Director of Fashion Marketing & Management, Stephanie Taylor or
Dean of Students Doug Heaps. The project has been approved by Kent State University IRB #08-426. If you
have questions about Kent State University's rules for research, please call Dr. John L. West, Vice President
and Dean, Division of Research and Graduate Studies (Tel. 330.672.2704).
You will receive a copy of this consent form.
Sincerely,
Crystal Green, EdS
Instructor, Fashion Marketing & Management
The Art Institute of Charlotte
______________________________________________________
Student Participants Signature
Date

173

APPENDIX C
LESSON PLANS AND COURSE OUTLINE

Weekly assignments are subject to change

Week & dates

1
Apr 8

2
Apr 15

3
Apr 22

4
Apr 29

5
May 6

6
May 13

Lesson
Introduction
Transitioning to College
Review Chapter 1
What is the Holland Code?
Assign Holland Groups
Library Tour
Academic Support Services Visit
Begin Holland Code Career Exploration Project and Presentation
Review Fashion Career Chart
Introduction Presentations
HW - Read Chapters 2 & 3
Review Chapters 2 & 3
Movie: Careers in Fashion
Group Work on Holland Presentations
Review for Exam
Exam 1
Guest Speakers
Meet a Designer
In Class Time to Complete Holland Code Group Career Exploration
Project and Presentation
Holland Code Group Career Exploration Project and Presentations
Intro to MI Assessment
Review of MI Mrs. Barkas
Introduce Dream Job
What is your career niche?
Who is a Role Model?
Begin Dream Job Worksheet
Individual Consultations for Dream Job Presentation
HW- Read Chapters 4 & 5 & 6
Review Chapters 4 & 5 & 6
Prep for Field Trip
Dream Job Schedule
Mid-Term Consultations

175

176

7
May 20
8
May 2
9
June 3
10
June 10
11
June 17

Field Trip
10:00 am South Park Mall
HW Read Chapters 10, 11 & 12
Review Chapters 10 & 11 & 12
Meet a Designer
Individual Consultations for Dream Job Presentation
Individual Consultations for Dream Job Presentation
Dream Job Presentations - EC
Final Exam Review
Dream Job Presentations
Meet a Designer
Final Exam

APPENDIX D
HOLLAND CODE ASSESSMENT

http://www.roguecc.edu/Counseling/HollandCodes/test.asp
Top of Form
Instructions: Check all that apply.
Are you...
Sociable?

Curious?

Able to do your own thing?

Scientific-use information to solve new

problems?

Free spirit or a rebel?

Enthusiastic?

Insightful?

Understanding?

Observant?

Inventive, original?

Assertive?

Mechanically inclined?

Efficient?

Mechanical?

Able to operate tools and machinery?

Self-confident?

Athletic?

Precise?

Energetic?

Well groomed?

Creative?

A nature lover?

Outgoing?

Idealistic?

Friendly?

Helpful?

Practical?

Responsible?

Analytical (like to figure things out)?

Straight forward?

Intuitive?

Imaginative?

Persuasive?

Methodical?

178

179
Can you...
Plan and supervise an
activity?

Design fashions, interiors or quilts?

Understand science-use
information to figure things
out?

Convince people to do things your way?

Keep accurate records?

Fix electrical things?

Express yourself clearly?

Pitch a tent?

Write stories, poetry,

music?

Mediate disputes?

Organize activities and

events?

Solve math problems?

Tolerate weather
conditions?

Use a microscope?

Do complex calculations?

Use a computer?

Play a musical instrument?

Sell things or promote ideas?

Use machines and power

tools?

Make original crafts, dinners, school or work

projects?

Teach/train others?

Solve mechanical problems?

Write useful business

letters?

Give talks or speeches?

Cooperate well with others?

Start projects?

Lead a group discussion?

Think abstractly?

Play a sport?

Sing, act or dance?

Do a lot of paperwork in a
short time?

Lead a group?

Operate mechanical
equipment or power tools?

Suggest a better way to accomplish a task?

Work well within a system?

Sketch, draw, paint?

180
Do you like to...
Work on crafts, make gifts
for friends and relatives?

Read fiction, plays, poetry?

Work on cars, lawnmowers

or sewing machines; repair
kids' toys?

Read scientific or technical magazines?

Take photographs?

Do volunteer service?

Explore ideas?

Attend concerts, theaters, art exhibits?

Use computers?

Work in groups?

Be physically active?

Cook without a recipe to guide you?

Type, file, use a 10-key

pad?

Start your own political campaign?

Participate in meetings?

Be elected to office or make your opinions heard?

Cook?

Make sure things get done?

Be responsible for details?

Be in the center of activity?

Perform experiments?

Work outdoors?

Help people with problems?

Express your own style?

Work with numbers?

Follow clearly defined procedures?

Win a leadership or sales

award?

Be outdoors?

Play team sports?

Meet important people?

Push through to task

completion?

Tinker or work with your hands?

Keep detailed records?

Make decisions affecting others?

Work with young people?

Work independently (by yourself with little

direction)?

APPENDIX E
HOLLAND CODE FASHION CAREER CHART

R-Realistic, A-Artistic, I-Investigative, S-Social, E-Enterprising, C-Conventional

Fashion
Areas

Fashion Occupations

Primary Level
Fiber Manufacturer

Occupation Description

Holland
Codes

Manufactures of raw fibers such as

cotton, wool, flax

CRE*

Spinners/Throwsters
Yarn Producers

Convert fibers into yarn

CRE*

Fabric Producers/
Textile Mills

Produce fabric from yarn

REC*

Secondary Design & Development

Costume Designer

Designs for theatre, television, or film,

usually an interest in history or drama

ASR***
AER***

Fashion Designer

Designs apparel, and/or, shoes, and/or

accessories etc

ASR*
AER**

Graphic Designer

This professional uses their computer

skills creatively & specifically in a
fashion related capacity

AER**

Technical Designer

Works closely with fashion designers

in an effort to sketch out by hand all
aspects of a design in detail, including
any special instructions needed to
produce the garment.

ARI*

Creates original artwork for fabric, by

the use of patterns and motifs.

AER***

(Illustrator)

Textile Designer
Colorist

Illustrator/Sketch
Artist
Patternmaker

Responsible for the development of

color standards, and issuing specific
color formulas.
Creates drawings of end products
created by fashion designers.
With the use of CAD, these
professionals create the first pattern
which is used to cut and sew the
prototype.

182

RIE*

ARE**
RIE*

183

Merchandising Retail
Boutique Owner
Buyer

Owns and operates a small boutique.

Professional who purchases end
products for a retailer.

ESC***
ESR*

Regional or District
Sales Manager

Responsible for directing their team of

retail stores.

ESC***

Retail Store Manager

Ensures the smooth operation of a

retail store from making sales plan to
promoting special events.

ESC*

Departmental
Manager

Ensures the smooth operation of their

department and primarily making
sales plan.

ESA*

Human Resources
Manager (Personnel)

Responsible for recruiting, training,

and keeping employees abreast of
corporate polices.

SEC*

Payroll Manager

Primarily responsible for employee

compensation.

ECI***

Sales Associate

Provides customer service.

ESA*

Responsible for in-store displays,

window installations, mannequins,
signage, decorations, etc.

ARE**

Visual Merchandiser

Security Manager

Responsible for the safekeeping of

merchandise, as well as the safety of
customers and employees and loss
prevention.

ERS*

Fashion Sales
Representative

Responsible for selling apparel,

accessories, cosmetics, etc. by means
of catalogs, brochures, trunk shows
and door to door.

ESA*

Showroom Sales
Rep/Owner

Sales and marketing of a specific line

of apparel, and usually several
different collections. This position is
typically located in NY.

ESA***

184
Personal Shopper

Can be hired by a retail store or by a

client who require assistance in
pulling together a wardrobe, for a
special occasion, or assistance with
home furnishings.

ERS*

This professional is a scout for new

talent or models; travel is required for
this position.

AES**

Hairstylist

A professional who is trained in

styling hair.

SER*

Makeup Artist

A professional who is trained in

applying cosmetics.

AER*
ARE**

Fashion Model

This professional is hired to promote

apparel, shoes, or accessories, on the
run way, or in print.

AES**

Fashion Photographer

A professional photographer who

work primarily in the fashion industry.

ARE**

Fashion-Show
Producer & Event
Planner

These professionals are the

consummate organizer, when it comes
to selecting a venue, organizing the
models, making sure insurance is in
place, these professionals must work
well under pressure.

AES***

Fashion Stylist

Professionals who are hired to create a

certain aesthetic look for media, print
or personal style.

ASE***

Image/Wardrobe
Consultant

This professional is hired to transform

ones image and wardrobe to reflect
their flattering features.

ASE***

Oversees the fashion section of a dept

or a newspaper or magazine,
supervises staffs and ensures
publication integrity.

AES*
AES**

Oversees a fashion magazine or design

house, or department store.

ESA

Media & Visual Talent

Modeling or Talent
Agent/Director

Auxiliary Publishing & Marketing

Fashion Editor

Fashion Director

185
Fashion Writer

Writes fashion articles for a

newspaper or magazine.

AIE**

Fashion Forecaster

Responsible for predicting fashion

trends.

IAE***

Fashion Publishers

Responsible for the publication of a

newspaper, magazine, or book.

ESA***

Text Book Fashion

Writer

Requires extensive research and

interest in the specific area of interest
related to the fashion industry.

AIE*
AIS**

Oversees the operation of a museum,

from the management of a collection
to the management of a staff and
coordination of events.

ESR*

Museum Curator

Primarily responsible for directing the

staging of an exhibition; also
negotiating, purchasing, exchanging,
and loaning museum artifacts.

AIE**

Museum Technician

Oversees the technical and behind the

scene responsibilities of the day-today operation of a museum.

AIR**

Oversee the smooth operation of an

educational institution or department.
Supervises instructors and students
and conducts various administrative
tasks.

SEA*

Instruct specifically within an area of

expertise.

ASI**

Fashion Museums & Galleries

Museum Director

Education
Director/Dean

Fashion Instructor

APPENDIX F
HOLLAND CODE CAREER EXPLORATION GROUP PRESENTATION

175 points
Based on your Dominant Holland Code you will work in a group and present the specific
fashion career options which reflect R, or I, or A, or S, or E, or C or combinations
thereof.
1. Provide a description of your dominant and secondary codes.
2. Review the traits/characteristics which are fundamental to your code and discuss
how traits relate to the group.
3. Research and present 3 favorable fashion occupations and 2 okay fashion
occupations that reflect your groups code (5 total) provide an explanation for why
your group have identified the 3 favorable occupations as favorable and the 2 the
okay occupations as okay. Also include the following
a. The name of the occupations
b. Job Description/Overview of Employment Responsibilities
c. Experience/Education required to obtain employment for occupations
d. Required Skills
e. Anticipated Salary
f. Location is there a specific location where these positions are offered
g. Natural Progression on the position

Rubric 175 points

Excellent, Assignment meets expectations
Good, Assignment meets most expectations
Fair, Assignment barley meets expectations
Poor, Assignment failed to meet most expectations

187

163175 points
149162 points
135148 points
134 or below

APPENDIX G
FASHION INDUSTRY SURVEY DREAM JOB PRESENTATION

200 points
Based on your three-letter Holland Code you will develop a plan which reflects your
specific fashion niche in the fashion industry in preparation for your dream job. Please
provide a detailed explanation of the following
1. What is the primary job(s) that you are most suited for?
2. What are the specific traits/characteristics which are specifically fundamental to
your Holland three-letter code?
3. Research and present on the specific fashion career which reflects your threeletter code and represents your particular niche in the fashion industry (dream
job). Please include the following in your report
a. The name of the specific occupation (dream job)
b. Job Description/Overview of Employment Responsibilities
c. Experience/Education required to obtain employment for this occupation
d. Required Skills
e. Anticipated Salary
f. Location is there a specific location where this position is offered
g. Natural Progression of the position
4. What specific steps are you prepared to take to obtain your dream job?
a. in addition to receiving a Fashion Marketing (& Management) degree from
The Art Institute of Charlotte, would another degree be beneficial, if so,
what degree and how will it be helpful? What college or university offers this
degree? Explain the benefits of this additional degree.
b. Based on the current curriculum offered here at The Art Institute, what
specific courses will be beneficial towards your dream career, and how will
these courses benefit you?
c. Outside of the curriculum, what specific steps can you take to reach your
dream job, perhaps an internship/apprentice, or taking on a position outside
of the industry but related to your dream job.
d. Provide a realistic timeline for taking the necessary steps towards your dream
job. Make a plan.
5. Interview a current Professional with your dream job
a. Ask them questions relating to their occupation that you believe will be
helpful to you in securing the position and share their secrets during the
presentation.

189

190

6. Compare your MI strength to your Holland primary code and discuss the
similarities if any between the two and how your MI strength is comparable to
your Dream occupation. (EXTRA CREDIT)
7. Make a connection between your Dream Job and your Role Model (EXTRA
CREDIT)
8. Make a connection between your Dream Job and your Favorite television
program, book /magazine (EXTRA CREDIT).

Rubric 200 points

Excellent, Assignment meets expectations
Good, Assignment meets some expectations
Fair, Assignment barely meets expectations
Poor, Assignment failed to meet most expectations

186200 points
170185 points
154169 points
153 or below

APPENDIX H
MULTIPLE INTELLIGENCE QUIZ (ASSESSMENT)

Research shows that people have eight different types of intelligence, usually with
strength in three or four. Use this quiz to find out about your unique style of thinking and
understanding.
Contains 60 questions. Approximate completion time: 10 minutes

Question

Describes me
completely

I am a private person and I like my

private inner world.
I like to move, tap or fidget when
sitting.
I work best in an organized work area.
I have a collection (i.e., shells, mugs,
rocks, hockey cards).
I work best through interaction with
people.
I like puns and other wordplay.
I play music in my head.
I understand colour combinations and
what colours work well together.
I feel comfortable and get positive
reinforcement when dealing with
language and words.
I enjoy solving jigsaw, maze and/or
other visual puzzles.
I notice similarities and differences in
trees, flowers and other things in
nature.
I make up a rhyme to remember
something.
I have a few close friends.
I enjoy team sports rather than
individual sports.
192

Describes
me fairly
well

Unsure

Doesn't
describe Doesn't
me very describe
well
me at all

193

Question
I enjoy math and/or science.
I participate in extreme sports (i.e.,
sea kayaking, snowboarding,
mountain biking).
I enjoy completing crosswords and
other word games like Scrabble.
Being around people energizes me.
It is easy for me to follow the beat of
music.
I keep a "things to do" list.
I have strong opinions about
controversial issues.
I am actively involved in protecting
the environment.
I read charts and maps easily.
I am curious as to how things feel and
I tend to touch objects and examine
the texture.
I enjoy playing brainteasers and
games that involve logical thinking
such as Jeopardy and Clue.
I am well coordinated.
I work best when the activity is selfpaced.
I remember things exactly as they are
said to me.
I like setting songs and poems to
music.

Doesn't
Describes Describes
describe Doesn't
me
me fairly
me very describe
completely
well
Unsure well me at all

194

Question
I enjoy digging for and discovering
artifacts and unusual items.
I have a good sense of direction.
I like to take part in debates and/or
discussions.
I keep time when music is playing.
I like to watch the scenes and
activities in movies.
I like to ask "why" questions and seek
clarification of issues and concerns.
I like working with my hands.
I enjoy learning about different
cultures.
I am not easily influenced by other
people.
I prefer to be outdoors rather than
indoors.
I work best when I have a day planner
or timetable.
I have vivid dreams when sleeping.
I prefer writing long- and shortanswer responses rather than
multiple-choice responses.
I like planting and caring for a garden.
I can hear an off-key note.
I usually talk over my personal
problems with a friend.

Doesn't
Describes Describes
describe Doesn't
me
me fairly
me very describe
completely
well
Unsure well me at all

195

Question
I have a good understanding of my
feelings and how I will react to
situations.
I find it easy to engage in musical
activities.
I understand best by doing (i.e.
touching, moving and interacting).
I often raise questions concerning
values and beliefs.
I quickly grasp cause and effect
relationships.
I can anticipate the moves and
consequences in a game plan (i.e.,
hockey sense, chess sense).
I enjoy keeping a written journal
and/or writing stories and articles.
I enjoy fishing and tracking.
I enjoy sharing my ideas and feelings
with others.
I enjoy creating things with my hands.
I like to read a lot.
I feel proud of my musical
accomplishments.
I learn best when I can go on field
trips to explore and observe nature
exhibits, museums, or the outdoors.
I am good at estimating.
I work best in a co-operative group
where I can discuss issues with others.

Doesn't
Describes Describes
describe Doesn't
me
me fairly
me very describe
completely
well
Unsure well me at all

196

Question
I understand that I am responsible for
my own behavior.
I remember things best by seeing
them.

Doesn't
Describes Describes
describe Doesn't
me
me fairly
me very describe
completely
well
Unsure well me at all

APPENDIX I
FASHION INDUSTRY SURVEY DREAM JOB WORKSHEET

Name___________________
1. What is your Holland 3 letter code?
2. What is your Dream Job/career niche?
3. How does your Holland code correspond to your Dream Job/career niche?
4. What are your top three MI strengths?
5. Which MI strengths can you compare to your Holland code?
6. Which MI strengths directly reflect your Dream Job/career niche?
7. What are your top two MI weaknesses?
8. How can you strengthen your MI weaknesses?
9. Whom did you select as your role model(s)?
10. What three attributes do you admire about your role model(s)?
a.
b.
c.
11. What favorite TV show did you select and why?

12. How can you connect something about your favorite TV show to your dream
job/career niche?
198

199

13. What favorite book or magazine did you select and why?

14. How can you connect something about your favorite book or magazine to your
dream job/career niche?

Once you complete this form, find someone in the class and review your answers.

APPENDIX J
SEMANTIC DIFFERENTIAL SURVEY

Please indicate your opinion on the following questions using the Likert scale which
reflect the following 1-not useful at all, 2- somewhat not useful, 3- neither useful or
unuseful, 4 - useful, 5- extremely useful.
1. To what extent does the Holland code assess your career niche in the fashion industry?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. To what extent do you perceive that you are better prepared for your career in the
fashion industry by participating in the Dream Job presentation?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The Likert scale represents the following for the next two questions, 1-not at all useful, 2somewhat not useful, 3 - neither useful or not useful, 4 - useful, 5- extremely useful
3. To what extent were you able to perceive a connection between the Holland code
theory and the Multiple Intelligences theory that connects to your career niche?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

201

202
4. To what extent were you able to perceive a connection between your role model(s),
and your career niche?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. To what extent were you able to perceive a connection between your favorite
book/magazine and your career niche?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. To what extent were you able to perceive a connection between your favorite
television program and your career niche?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
7. To what extent has the Group Career Exploration presentation assisted you in
becoming more exposed to fashion occupations in the industry?
1________2________3________4________5________
Additional feedback optional
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

APPENDIX K
PERMISSION TO USE THE HOLLAND CODE QUIZ

From:

Grant, Christopher [CGrant@roguecc.edu]

To:

GREEN, CRYSTAL

Sent: Tue 6/24/2008 4:35 PM

Cc:
Subject: Holland Code permission
Attachments:
View As Web Page
Crystal,
I am writing this in response to your request for utilization of the Holland Code quiz
on the Rogue Community College website. This quiz is a short/condensed version
that is open to the public to utilize for career exploration along with information
relating to results and I support your request to utilize it for your study. Please let me
know if you need something more formal and best of luck in your program.
Sincerely,
Chris Grant
Counselor
Rogue Community College
541-245-7589

204

APPENDIX L
PERMISSION TO USE THE MULTIPLE INTELLIGENCES QUIZ

From:
To:

jobbankguichetemplois_site@servicecanada.gc.ca
[jobbankguichetemplois_site@servicecanada.gc.ca]
GREEN, CRYSTAL

Sent: Wed 7/9/2008 4:07 PM

Cc:
RE: 20080709-145258-000-A Permission
Subject: request to use MI assessments for Dissertation
Study
Attachments:
View As Web Page
Dear Ms. Green,
Thank you for your enquiry.
In response to your request, you may allow your participants to take the Multiple
Intelligences quiz on our website (Job Bank).
Also, if you wish to obtain statistics regarding the number of people who have taken
this quiz, we will require more information such as the time span that you would like
to cover (daily, monthly, yearly, etc.)
Please also be aware of our hyperlink and crawling policy which can be found at the
following url: http://www.jobbank.gc.ca/HCPol_en.aspx?Student=No.
Thank you for your interest in Job Bank and best of luck with your dissertation.
Jorick
Job Bank Enquiries Team.

206

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