Studying Canadian High School Student's Experiences about Conceived Barriers and Received Supports in Pursuing Educational and Occupational Aspirations

In the perspective of the supporters of career selection psycho theories (Kraits, 1969) or educational pathways, human is the main factor in decision-making. Also, other attitudes such as social factor method theories and decision-making theories have highly paid attention to the importance of barriers conceived experience or received supports in achieving educational and occupational aspirations. In this research, a linear method is applied. All 1033 students of two high schools in Ontario were randomly sampled of whom 210 students (81 boys and 129 girls) were reviewed until the end of research 5-year period by structured questionnaires.The findings obtained by using different statistical methods such as variance and regression analysis indicate that there was not a significant difference between gender, age and educational pathways regarding personal experiences for supports and barriers of education. It means that there is no significant difference between the problems of girls and boys as well as their age in various educational years.One of the main problems considered among high school and college groups at the final stage of the research was the issue of non decision-making. In most cases, high level occupational and educational aspirations rooted in adolescence were matched with their achievements in early adulthood.