Career Aspirations and the First Generation Student: Unraveling the Layers With Social Cognitive Career Theory

Raque‐Bogdan, Trisha L.; Lucas, Margaretha S.

doi:10.1353/csd.2016.0026

Cited by 46 publications

(89 citation statements)

References 34 publications

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“…En la actualidad, existe un gran cuerpo de investigaciones en torno a los modelos derivados de esta teoría (e.g. Atadero, Rambo-Hernandez & Balgopal, 2015;Bocanegra, Gubi & Cappaert, 2016;Chang & Edwards, 2015;Kaminsky & Behrend, 2015;Lee, Flores, Navarro & Kanagui-Muñoz, 2015;Lent, et al, 2015;Raque-Bogdan & Lucas, 2016;Roche, Daskalova & Brown, Efectos Efecto Indirecto Efecto Total 2016; Thompson, Dahling, Chin & Melloy, 2016;Thungjaroenkul, Cummings & Tate, 2016). La mayoría de estos estudios se han realizado en poblaciones estadounidenses, con estudiantes universitarios y pocos de ellos contemplan la influencia de las cuatro fuentes de información que dan origen a las creencias de autoeficacia.…”

Section: Conclusionesunclassified

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Cupani

Azpilicueta²,

Sialle³

2018

REOP

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RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.

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Section: Conclusionesunclassified

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Cupani

Azpilicueta²,

Sialle³

2018

REOP

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“…he Bureau of Labor Statistics (2019) reported that the median weekly salary was $1,340 for those with a bachelor's degree and $746 for those with only a high school diploma. These statistics speak to the societal value of completing a college education, an endeavor that is particularly challenging for first-generation college students (FGCS), who often come from lower socioeconomic status (SES) backgrounds, have lower college retention and graduation rates, and often take significantly longer to complete a degree in comparison with their continuing-generation peers (Engle & Tinto, 2008;Martin, 2017;Raque-Bogdan & Lucas, 2016;Tate et al, 2015;Ward et al, 2012). Even when FGCS persist to a doctoral program, they tend to produce less scholarly work early in their programs (Roksa et al, 2018).…”

mentioning

confidence: 99%

Not a Problem to Be Fixed: Successful First‐Generation Graduates and Implications for College Counselors

Brown

Ramrakhiani

Tate

2020

J Multicult Couns & Deve

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This article describes a qualitative study with seven first-generation college graduates who went on to complete graduate school and are now working in colleges and universities as counselors and counselor educators. The findings highlight the resources that these participants possessed that contributed to their college success stories. Relational-cultural theory is proposed as a fitting developmental model for college counselors working with this student demographic.

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“…First-generation will refer to an undergraduate college student for whom neither parent(s) and/or legal guardian has received a degree from a post-secondary institution (Billson & Terry, 1982;Engle, 2007;Gibbons & Shoffner, 2004;Pascarella, et al, 2004;Raque-Bogdan & Lucas, 2016). It is important to note there are a range of definitions for FG students including, those whose parent(s) and/or legal guardian have never enrolled in or attended formal education beyond high school to those whose parent(s) and/or legal guardian may have enrolled and attended college but did not complete a degree (Means, et al, 2016;Raque-Bogdan & Lucas, 2016). This study sought to capture a wide range of FG participant perspectives, therefore included participants for whom neither parent(s) and/or legal guardian completed a post-secondary degree.…”

Section: First-generation (Fg)mentioning

confidence: 99%

“…Continuing generation refers to students for whom at least one parent enrolled in and successfully completed a college degree (Billson & Terry, 1982;Choy, 2001;Lohfink & Paulsen, 2005;Orbe, 2007;Pascarella, et al, 2004;Raque-Bogdan & Lucas, 2016;Saenz, et al, 2007).…”

Section: Continuing Generation (Cg)mentioning

confidence: 99%

Exploration of career decidedness in third year first-generation undergraduate students at a small private Midwest college

Samuels-Jones¹

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This study examined the influences that affected third year first-generation (FG) students' career decidedness at a small private college in the Midwest. Semi-structured interviews were conducted with 10 third year FG students in various majors. Transcripts were analyzed and considered in the context of Interpretative Phenomenological Analysis (IPA), the study's methodology and Lent, Brown, and Hackett's (1994) Social Cognitive Career Theory (SCCT), the study's theoretical framework. SCCT similarly guided the structure and direction of the study's research questions. Employing these approaches, four major themes emerged as influencers that affected study participants' career decidedness, (1) first-generation identity as a point of pride, (2) the alignment of major, career, and vocational decisions, (3) future career as the pathway to upward mobility, and finally, (4) family-the greatest influencer in career decisions. Moreover, sub themes associated with 3 of the 4 primary themes emerged as follows, (1) first-generation pride similarly reflected participants' (1a) independence/working autonomously and (1b) serving as role models; (2) alignment of major, career, and vocation included participants' (2a) early clarity about career and major and (2b) their interest in helping professions; and finally, (3) family as the greatest influencer reflected (3a) college as a required, not optional pathway for participants and (3b) a personal family circumstance as influential to career decisions. Because parents and family were the greatest influencers overall, and actually surfaced in every theme, study findings, suggested the following recommendations for practice, (1) repositioning and establishing parents and family as a critical asset in the college/career exploration of their FG student, (2) identifying opportunities to better inform and equip parents and family with information to support FG students' career self-efficacy and active use of institutional resources, and, (3) the need to foster a robust outreach and support agenda for

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Career Aspirations and the First Generation Student: Unraveling the Layers With Social Cognitive Career Theory

Cited by 46 publications

References 34 publications

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

Not a Problem to Be Fixed: Successful First‐Generation Graduates and Implications for College Counselors

Exploration of career decidedness in third year first-generation undergraduate students at a small private Midwest college

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