An Exploration of First-Generation College Students’ Career Development Beliefs and Experiences

Abstract

First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-going experience. Completing a college degree is clearly tied to employability and mental wellness, which makes FGCS’s plight an important issue. Although there is a significant body of research about FGCS’s academic performance and experiences, there is little research about this population’s beliefs and experiences along their career path. Using an exploratory qualitative approach (Consensual Qualitative Research) and a well-researched model of career development (Social Cognitive Career Theory), we asked 15 FGCS about external influences on, and internal beliefs about, their career development process. Three major domains emerged from the data—external influences on the career development process, understanding of the career development process, and self-concept. These results provide a foundation for future research, as well as implications for practice with this population.

Unsuitable Majoring: Does the Reorientation Would Help the Student for Revitalize Learning Activities?

“…These phenomena occur due to various factors; the relevant parties have not performed their roles and functions as they should in an effort to help students explore their career [30]- [34], reviewing information and making decisions regarding his career, which is related to the course he will choose [35]- [38]. The mismatch conditions furthermore require optimal and comprehensive reduction efforts.…”

The Role and Effectiveness of Coaching in Increasing Self-Efficacy and Employability Efforts of Higher Education Students

“…There is a need for career development interventions to address and integrate students' sociocultural context into career services particularly for widening participation universities [1] [24]. Career interventions should focus on overcoming ethnic and cultural stereotypes [17].…”

“…It is also important for ethnic minorities to be encouraged to identify and connect to support networks in their environment [15]. Finally, it is recommended that widening participation universities adapt an employability model that recognises socioeconomic, cultural and ethnic barriers students in order to support employability efforts of their students more effectively [24].…”

“…As a result, the choices of vocational professions and employability opportunities offered to students in the United Kingdom differ vastly: students from the Russell Group universities occupy the top positions in the well-paid professions whereas students from widening participation universities study more vocational courses and struggle to find graduate employment [7][40] [51]. Moreover, students recruited under a widening participation agenda often have less access to social capital and to professional role models [24] [49].…”

“…This study proposes that coaching provides an opportunity for the widening participation universities to address the issues of students' lack of social capital and lack of professional role models [24] [35][42] [49]. We also believe that coaching (one-to-one, career coaching, group coaching) can help students to develop their full potential, regardless of background and wealth, through empowerment [25] and increased self-awareness and self-efficacy [18].…”