Your question about how early career interventions can challenge these biases is especially timely. Evidence from Lent, Brown, and Hackett (2000) suggests that social cognitive career theory offers a strong foundation for designing such programs. By addressing self-efficacy, outcome expectations, and goal setting, early interventions can disrupt traditional narratives that steer individuals toward gender-conforming career paths. Schools that integrate mentoring opportunities, culturally inclusive career models, and exposure to nontraditional fields create space for students to imagine a broader range of futures. Midori, your point opens the door to another rich area of inquiry how might these interventions be adapted for collectivist cultural settings where familial and communal expectations significantly influence career decisions? With references