TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 113 According to RIASEC theory, if a person and an environment have the same or similar codes, e.g., an Investigative person in an Investigative environment, then the person will likely be satisfied and persist in that environment (Holland, 1997). This satisfaction will result from individuals being able to express their personality in an environment that is supportive and includes other persons who have the same or similar personality traits. It should be noted that neither people nor environments are exclusively one type, but rather combinations of all six types. Their dominant type is an approximation of an ideal, modal type. The profile of the six types can be described in terms of a number of secondary constructs, e.g., the degree of differentiation (flat or uneven profile), consistency (level of similarity of interests or characteristics on the RIASEC hexagon for the first two letters of a three-letter Holland code), or identity (stability characteristics of the type). Each of these factors moderates predictions about the behavior related to the congruence level between a person and an environment. These secondary constructs provide an in-depth schema for understanding a person’s SDS results with diagnostic implications regarding the amount of counselor involvement and skill that may be needed for an intervention (Reardon & Lenz, 1999). Given extended discussion of these ideas in other literature (Reardon & Lenz, 1998), we will not focus on them here but concentrate our attention on the environmental aspects of RIASEC theory in education. Environments While the personality aspects of Holland’s theory are widely known, the environmental aspects—especially of college campuses, fields of study, and work positions—are less well understood and appreciated (Gottfredson & Holland, 1996). Holland’s early efforts with the National Merit Scholarship Corporation (NMSC) and the American College Testing Program enabled him to look at colleges and academic disciplines as environments. It is important to note that RIASEC theory had its roots in higher education and later focused on occupations. Gottfredson and Richards (1999) traced the history of Holland’s efforts to classify educational and occupational environments. Holland initially studied the numbers of incumbents in a particular environment to classify occupations or colleges in terms of RIASEC categories, but he later moved to study the characteristics of the environment independent of the persons in it. College catalogs and descriptions of academic disciplines were among the public records used to study institutional environments. Astin and Holland (1961) developed the Environmental Assessment Technique (EAT) while at the NMSC as a method for measuring college RIASEC environments. Smart et al. (2000) presented evidence concerning the way academic departments socialize students. They reported that “faculty members in different clusters of academic disciplines create distinctly different academic environments as a consequence of their preference for alternative goals for undergraduate education, their emphasis on alternative teaching goals and student competencies in their respective classes, and their reliance on different approaches to classroom instruction and ways of interacting with students inside and outside their classes” (p. 238). Furthermore, these environments “have a strong socializing influence on change and the stability of students’ abilities and interests—that is, what students do and do not learn or acquire as a consequence of their collegiate experiences” (p. 238). Smart et al. noted that faculty in Investigative, Artistic, Social, and Enterprising disciplines create academic environments in a manner consistent with Holland’s theory, and “the degree to which academic environments are ‘successful’ in their efforts to socialize students to their respective patterns of abilities and interests thus appears to differ considerably, with Artistic and Investigative environments being the most ‘successful’ and the Social and Enterprising environments being less ‘successful’” (p. 146). These findings suggest that students might best view academic programs in terms of the IASE schema and focus on the kinds of abilities and interests they wish to develop while in college. Such understandings and goal setting could be explored in educational counseling. Finally, Tracey and Darcy (2002) reported that college students without an intuitive RIASEC schema for organizing information about interests and occupations experience greater career indecision. This finding suggests that the RIASEC hexagon may have a normative benefit regarding the classification of occupations and fields of study. There is increasing evidence that a RIASEC cognitive structure is associated with positive career decision variables (Tracey, 2008). Persons adhering to this structure had stronger career certainty, interest-occupation congruence, and career decision-making self-