Ethnic Group and Social Class Differences in College Students' Career Development

Abstract

The purpose of this investigation was to examine ethnic group and social class differences in 401 college students' career development. Assessments of career development included career decision‐making attitudes, vocational congruence, and career decision‐making skills. Statistical analyses did not reveal any social class differences in career development. Ethnic group differences, however, were observed, including significant differences in career decision‐making attitudes and vocational congruence. Findings suggest that current theories of career development are lacking in their application to today's ethnically diverse college population. Future directions for cross‐cultural career development research and implications for career counselors are discussed.

Table of Contents

“…Although researchers agree that students from families with low incomes, whose parents did not attend college, or whose parents work at lower-status occupations are less likely to attend or graduate from college (Astin, 1993;Astin and Oseguera, 2004;Bedsworth et al, 2006;Cabrera et al, 2005;Hearn, 1984Hearn, , 1990Hearn, , 1991Karabel, 2005;Karabel and Astin, 1975;Karen, 1991;McDonough, 1997;Pascarella andTerenzini, 1991, 2005;Perna and Titus, 2004;Terenzini et al, 2001;Tinto, 2006;Titus, 2006aTitus, , 2006c, there has been little cohesiveness in defining and examining these students' experiences. Some researchers rely solely on family income (Akerhielm, Berger, Hooker, and Wise, 1998;Paulsen and St. John, 2002;Perna, 2005;Teranishi, Ceja, Antonio, Allen, and McDonough, 2004); others believe that parental education is the key (Choy, Horn, Nunez, and Chen, 2000;Ishitani, 2006;Nunez and Cuccaro-Alamin, 1998;Pascarella, Pierson, Wolniak, and Terenzini, 2004;Rodriguez, 2003;Terenzini, Springer, Yaeger, Pascarella, and Nora, 1996); and still others insist on using parental occupation to investigate this population (Casey, 2005;Goldstein, 1974;Littrell, 1999;Luzzo, 1992;O'Dair, 2003;Tett, 2004). Many believe a combination of these three, along with items in the home such as computers or books, define socioeconomic status …”

“…Several researchers have focused solely on parental or family income (Akerhielm et al, 1998;Paulsen and St. John, 2002;Perna, 2005;Teranishi et al, 2004), and others on parental education, which includes the study of first-generation students (Choy et al, 2000;Ishitani, 2006;Nunez and Cuccaro-Alamin, 1998;Pascarella et al, 2004;Rodriguez, 2003;Terenzini et al, 1996). Finally, scholars focusing on working-class students most often use parental occupation to define their participants, drawing solely on the third component of the SES variable (Casey, 2005;Goldstein, 1974;Littrell, 1999;Luzzo, 1992;O'Dair, 2003;Tett, 2004).…”

“…Upper-middle-class students' fathers had college degrees from prestigious institutions and worked in professional capacities. Luzzo (1992) defined social class using parents' occupational status on the Duncan Index; Slaney and Brown (1983) used the same scale but employed the term socioeconomic status. Three authors- Casey (2005), Littrell (1999), and O'Dair (2003)-did not explicitly define working class, and Casey used the terms first generation and working class interchangeably.…”

Career Advising: A Developmental Approach

“…Demographics can vary in many ways, including age, socioeconomic status, ethnic affiliation, motivation for attending college, lifestyle preference, and exceptionality. These diverse groups may have particular concerns that affect the way they make career decisions (Luzzo, 1992) and how they respond to academic advisors.…”

“…Career maturity, a function of both knowledge and life experiences, can also vary by gender, ethnicity, and socioeconomic level (Jackson & Healy, 1996;Leong, 1991 ;Luzzo, 1992). Career maturity includes an individual's readiness to make age-appropriate career decisions and cope with career development tasks.…”