Latina/o College Students' Perceptions of Career Barriers: Influence of Ethnic Identity, Acculturation, and Self‐Efficacy

Mejia-Smith, Brenda X.; Gushue, George V.

doi:10.1002/jcad.12127

Cited by 25 publications

(26 citation statements)

References 40 publications

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“…Previous research has also identified the need to bolster student preparation and connectedness, decrease financial barriers, and improve the presence and efforts of program-level interventions targeting student retention as a means of ameliorating possible barriers to success (Burns, 2010). Career service providers (e.g., counselors, college counselors, career advisors, and counseling psychologists) may help by intervening at the individual and system levels, such as through advocacy efforts (e.g., advocating for increased funding, mentorship and internship opportunities, and institutional supports and affirming policies) and bolstering students’ self-efficacy and coping skills surrounding coping with these barriers (Mejia-Smith & Gushue, 2017). To this latter point, given the heightened perception of barriers in community college students, particularly those of color, relative to their four-year university counterparts, community college students would benefit from having a safe space to discuss and explore the extent to which barriers affect them and methods for dealing with the accompanying external and internal demands.…”

Section: Discussionmentioning

confidence: 99%

Positive Predictors of Career Adaptability Among Diverse Community College Students

Gregor

Weigold

Wolfe

et al. 2020

Journal of Career Assessment

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Career Construction Theory (CCT) posits that an individual’s vocational development occurs as a product of their readiness, resources, and responses to the environment in which they are situated. Thus, an individual’s ability to adapt to environmental demands is predicated on a number of complex and interwoven inter- and intrapersonal factors. This is particularly relevant to the community college student population who, relative to their 4-year university counterparts, experience disparate rates of educational barriers. Therefore, the purpose of this study was to use CCT as a theoretical framework for investigating the relations among agentic characteristics (personal growth initiative and grit), barriers (perceptions of academic and educational barriers and coping with barriers), and career adaptability in a sample of diverse community college students. Data from a sample of 309 community college students indicated that perceptions of barriers significantly predicted career adaptability through coping with barriers, grit, and personal growth initiative. Serial mediation was supported for the effect of perceptions of barriers on career adaptability through personal growth initiative and coping with barriers. Results also indicated that the proposed model accounted for 55% of the variance in career adaptability. Implications of these findings for research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Positive Predictors of Career Adaptability Among Diverse Community College Students

Gregor

Weigold

Wolfe

et al. 2020

Journal of Career Assessment

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“…Respondents indicated the extent to which they agree with items on a Likert-type 5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree) with higher scores indicating perceptions of more barriers. Mejia-Smith and Gushue (2017) found that self-efficacy was negatively related to perceptions of barriers among a sample of primarily young adult Latinas. Luzzo and McWhirter (2001) have reported an internal consistency measured by Cronbach's alpha as .90 for the entire scale, and .86 for the career-related barriers subscale in a college sample of ethnic minority and European American students.…”

Section: Methodsmentioning

confidence: 99%

Microaggressions and Ethnic Identity in the Career Development of Latina College Students

Bonifacio

Gushue

Mejia-Smith

2018

The Counseling Psychologist

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Counseling psychologists have noted the importance of examining the intersection of sociocultural identity and vocational psychology. In our study, we considered this intersection in a sample of 202 Latina college and graduate students from a perspective informed by social cognitive career theory. We examined how ethnic identity and experiences of selfreported microagressions were related to career decision self-efficacy and outcome expectations, including relationships to both positive and negative outcome expectations in our model. Findings indicated that higher endorsement of ethnic identity was positively related to career decision self-efficacy and to negative outcome expectations, whereas higher endorsement of experiences of microaggressions was related to lower career-decision self-efficacy, greater negative outcome expectations, and lower positive outcome expectations. Career decision self-efficacy was associated with lower negative outcome expectations and higher positive outcome expectations. Indirect relationships and two alternative models were also explored. We discuss implications for future research and career counseling with Latinas.

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“…Previous studies have examined various antecedents of career decidedness among emerging adults, including vocational identity (Vondracek et al, 1995), leisure and work engagement (Konstam & Lehmann, 2011), career selfefficacy (Luzzo, 1996;Xu & Tracey, 2015), and career adaptability and future orientation (Ginevera et al, 2016). Although there is much evidence for the linkage between career-related barriers and career decision selfefficacy (e.g., Gnilka & Novakovic, 2017;Mejia-Smith & Gushue, 2017;Wright et al, 2014), only a few studies have examined the effect of college students' perceptions of career-related barriers on their decision-making in future occupations (Creed et al, 2004;Holland et al, 1980). These studies suggest that career-related barriers have negative effects on FGC students' career decision-making.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Perceived Career Barriers and Career Decidedness of First‐Generation College Students

Toyokawa

DeWald

2020

The Career Development Quart

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We examined the effects of perceived career barriers on career decidedness among first‐generation college (FGC) students (n = 149) and non‐FGC students (n = 182) at a 4‐year university (mean age = 19.3 years). Participants responded online to measures of perceived career barriers and career decidedness. Results indicated that FGC students scored higher on lack of support and lack of time and financial resources than non‐FGC students. For both groups, higher levels of perceived lack of skills were related to lower levels of career decidedness, whereas greater levels of family‐related responsibilities predicted higher levels of career decidedness. FGC student status moderated the association between perceived lack of time/financial resources and career decidedness. Further research is needed to investigate the differential effects of various domains of career barriers. Career counselors are advised to consider FGC students' perceived career barriers in guiding students' career exploration and decision‐making.

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Latina/o College Students' Perceptions of Career Barriers: Influence of Ethnic Identity, Acculturation, and Self‐Efficacy

Cited by 25 publications

References 40 publications

Positive Predictors of Career Adaptability Among Diverse Community College Students

Positive Predictors of Career Adaptability Among Diverse Community College Students

Microaggressions and Ethnic Identity in the Career Development of Latina College Students

Perceived Career Barriers and Career Decidedness of First‐Generation College Students

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