Career and College Planning Needs of Ninth Graders— as Reported by Ninth Graders

Abstract

Few researchers have asked students directly about what they know and need to know regarding college and career planning. Given the critical choices made early in high school, ninth graders (n = 222) were surveyed regarding their educational and career plans and the resources they were using in their decision-making. Overall results as well as differences by ethnicity, gender, and parent education group are reported. Results indicated a discrepancy between plans and accurate information about college costs and availability.

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

“…Many PFGCSs benefit from additional support for college‐going because they are less likely to have had role models, such as relatives, family friends, or other community members, who attended college. Additionally, previous research indicates that PFGCSs, compared with their non–first‐generation peers, tend to rate themselves lower academically and are more likely to endorse plans to enter the workforce directly after high school (Gibbons, Borders, Wiles, Stephan, & Davis, 2006). Furthermore, FGCSs demonstrate lower educational expectations and aspirations and are less likely to choose a STEMM major (Chen, 2005) than students whose parents attended college.…”

Addressing the Needs of First‐Generation College Students: Lessons Learned From Adults From Low‐Education Families

“…First‐generation college students, defined as those whose parents lack post‐secondary education or training, often attend college to honor the family or to pursue future financial success (Bui, ). These students often rate themselves lower academically (Gibbons, Borders, Wiles, Stephan, & Davis, ), perceive more barriers to going to college (Gibbons & Borders, ), and have less math and science experience (Horn & Nunez, ) than their peers.…”

Validation of the College Planning Behaviors Scale

“…Finally, given the disparity between those who want to attend college and those who actually go on to attend (BLS, 2019), a well-validated measure of actual college-planning behaviors would allow school counselors and others to better distinguish between aspirations and planning behaviors. A framework for developing such a measure is discussed in Gibbons and colleagues’ (2006) article, which addresses factors important to the college-planning process such as college exploration or research, finances associated with college, and college-going social support. These, combined with general college-planning checklists, may lead the way toward a measure of college-planning behaviors.…”