Guidance and career education development in Ontario: A sociological perspective.

摘要

In this study, I provide a historical and contemporary analysis of guidance and career education in secondary schools in Ontario. It is my assumption that sociological factors that were addressed when guidance and career education was first developed are no longer present in policy or the delivery of guidance in Ontario. For my research, I have used aspects of a qualitative research methodology and I have interviewed high school guidance counsellors and Education Officers who worked with the Ontario Ministry of Education and Training. My investigation centred on the development of the current Ontario government guidance and career education policy and the implementation of this policy by a few guidance teachers in Greater Toronto Area high schools. My discussion focuses on the present state of guidance and career education and the concern that it does not address the systemic discrimination a visible minority teenager may face.