The Relationship Among Secondary Vocational Students’ Perception Of Stigma,Self-stigma And Professional Identification And Educational Countermeasures

The construction of modern vocational education for the future is a long way to go,and the phenomenon of stigmatization of secondary school students is an obstacle to the development of vocational education.How people view secondary education and how secondary students view themselves and whether they identify with their majors will ultimately affect the prospective development of vocational education.This study intends to understand the professional identity of secondary school students from the perspective of stigma,to study the mechanism of the role of stigma perception and self-stigma on professional identity,and to explore the mediating role of self-stigma in it,so as to provide suggestions with certain scientific and feasibility for increasing the attractiveness of secondary school and improving the professional identity of secondary school students.In this study,a sample of 1407 students from a secondary school in Changchun City was surveyed by questionnaires,and the Self-Stigma Scale,the Professional Identity Scale and the Stigma Awareness Scale for Secondary School Students with good reliability were used as the research instruments.The results of the study are as follows:(1)The self-stigma scale for secondary school students contains three dimensions of negative characteristics,social isolation and loss of status,with a total of 21 entries.The self-stigma scale for secondary school students has good reliability and validity,and can be applied to measure the degree of self-stigma of secondary school students of different genders and grades.(2)The stigma perception of secondary school students is at the middle level;there is no significant difference in gender and grade level;there is significant difference in family type,and the stigma perception of reconstituted families is significantly higher than that of two-parent families and single-parent families.(3)The mean scores of self-stigma and each dimension of secondary school students are in the middle and lower levels;there are no significant differences in gender,grade and family type.(4)The mean scores of professional identity and each dimension of secondary school students were in the middle to upper level;there were significant differences in the two dimensions of professional emotion and professional aptitude by gender,among which the professional emotion score of female students was significantly higher than that of male students,and the professional aptitude score of male students was significantly higher than that of female students;there were significant differences in the dimension of professional aptitude by grade,among which the degree of professional aptitude of senior two students was significantly higher than that of senior one students,and there was no significant difference with that of senior three students.There is no significant difference in the professional identity and each dimension of secondary school students in terms of family type.(5)The total score and each dimension of professional identity of secondary school students showed significant negative correlation with stigma perception and each dimension of total score of self-stigma;self-stigma played a partly mediating role in the relationship between stigma perception and professional identity.Based on the results of the study,the following educational countermeasures were proposed:(1)To reduce the degree of stigma perception of secondary school students through the collaboration of society,school and family.(2)To enhance secondary students’ psychological awareness to reduce their self-stigma.(3)Enhance the professional identity of secondary school students in multiple aspects and perspectives.