Future Plans of Urban Youth: Influences, Perceived Barriers, and Coping Strategies

Abstract

This study examines the academic and career goals set by urban youth as well as their perceived career barriers and the strategies they anticipate using to face these barriers. Nine adolescents in the 11th and 12th grades from two large, urban public schools in the Midwest were interviewed for this study. Students’ responses were analyzed using the consensual qualitative research method developed by Hill and colleagues. Seven domains were identified in participant responses, addressing participant ideas about both ideal and alternate career choices, the influences on their career choices, potential obstacles in their future, and methods for managing obstacles. Categories and subcategories are described and discussed and implications for practice and future research are offered.

Cosmetology Field and It’s Significance for Education and Industry Sector

“…Studies also found that the school systems of the research participants' colleges were not concerned with the cosmetology-related majors and the curriculums. Whereas, cosmetology careers influence refers to individual's self-knowledge and skills to sustain in their profession [28]. In addition, [26] also affirm that practical training was very helpful in student's prior preparation for work for them to gain knowledge and firm their skills.…”

“…There are nine studies focused on Korean cosmetology field [19]; [20]; [21]; [22]; [23]; [24]; [25]; [26]; [27]. Other than that, each study examined Pakistan cosmetology field [12], Midwest cosmetology field [28], Netherlands cosmetology field [11], Turkey cosmetology field [1], Taiwan cosmetology field [29] and Ghana cosmetology field were also included in this review.…”

“…Various study revealed that in order to compete in the rapidly changing cosmetology industry, it is very important for cosmetologists and cosmetology students to be knowledgeable [28]; [3] and skillful not only on hard skills but also soft skills [31]. [11] and [3] insist that whoever dabble in this field have to go thorough training and qualification before giving treatments to clients.…”

Using the Constructs Multifinality, Work Hope, and Possible Selves With Urban Minority Youth

“…The powerful role of adult expectations cannot be overstated. Numerous studies have identified both teacher and parental expectations as critical in the academic outcomes of youth (Howard et al, 2010). As an example, in a study that compared teachers’ ratings on student characteristics (e.g., attitudes toward schoolwork, relationships with peers) for teachers with high expectations (HiEx) for all of their students versus teachers with low expectations (LoEx) for all of their students, differing patterns of correlations were found between teacher groups.…”

“…Specifically, Constantine, Erickson, Banks, and Timberlake (1998) described the dangerous role that racial discrimination and stereotyping have played in creating self‐fulfilling prophecies for urban minority youth, inhibiting their academic and occupational aspirations and subsequent achievement. Furthermore, racial prejudice and discrimination, financial problems, low self‐efficacy, and lack of opportunities challenge the academic or career goal setting of urban minority youth, rendering career interventions that focus on career goal setting essential (Howard et al, 2010).…”