Familial and Social Influences in Career Exploration for Female Youth of Color

Abstract

Counseling research on female youth of color has been limited in the application of theoretical frameworks that engage families in a practical sense regarding career issues. In this direct content analysis, 40 female middle school students of color shared perceptions of their strengths and supports for future career success. Relational cultural theory, a framework grounded in multiculturalism and feminism, was shown to be a fitting and promising theory-to-practice model for those working with female adolescents of color and their families. Implications for counselors working with female youth of color and families on career exploration are provided.

Facets of Career Development in a New Immigrant Destination: Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement

“…Systemic barriers affecting Latinos/as, such as inequalities limiting academic success fostered by socioeconomic status, language, and cultural barriers, are prevalent in today’s schools (Storlie & Toomey, 2016). These barriers directly influence career exploration and aspirations among youth of color (Storlie, Albritton, & Cureton, 2017) and account for the disproportionately low percentage (61.4%) of Latino/as aged 25 or older, having attained a high school diploma compared to their White peers (A. Flores, Lopez, et al, 2017).…”

Exploring Perceptions of the Path to Work/Life Success Among Middle School Students of Color

“…The findings suggest that these conversations should highlight a student’s personal and cultural values and students’ future dreams inclusive of both career and personal goals. Researchers have demonstrated the appropriateness of RCT for middle school students, including youth of color (Storlie et al, 2017; Tucker, Smith-Adcock, & Trepal, 2011). Integrating RCT with existing interventions such as the career narrative (Savickas, 2005) may more inclusively meet these students’ career development needs in middle school.…”

“…Nonetheless, there continues to be a paucity of literature examining career development among middle school students, and a review of the existing studies revealed that they primarily involved White students (e.g., Keller & Whiston, 2008;Turner & Lapan, 2005) or relied upon quantitative statistical methods when involving students of color (e.g., Fouad & Smith, 1996;Navarro et al, 2007). A thorough review of the literature resulted in only two studies utilizing qualitative analysis to examine career-related activities among middle school students of color (e.g., Storlie, Albritton, & Cureton, 2017;Hill, Ramirez, & Dumka, 2003). Hill et al (2003) examined career aspirations, perceived barriers, and family support among 31 adolescents from low-income backgrounds across three ethnic groups (nine African American, seven European American, eight Mexican American, and seven Mexican).…”

“…Additionally, when students provided clearly defined goals, girls were better able to articulate the steps needed to reach those goals than boys. Meanwhile, Storlie et al (2017) utilized relational cultural theory (RCT) to examine the narrative responses of 40 Black and Latina middle school females to understand the familial and social influences impacting their career development. Results indicated that a large number of students expressed a positive and strong connection to their family and friends' influence on their career development.…”

“…While previous studies offer important contributions, they are not without limitations due to the age of the research, small sample size (e.g., Hill et al, 2003), and limited focus on one gender (e.g., Storlie et al, 2017). Qualitative research that not only includes a larger representation of Black and Latino/a middle school students but also involves students who are male and female is needed.…”