Personal, Social, Academic, and Career Problems Expressed by Minority College Students

Lucas, Margaretha S.

doi:10.1002/j.2161-1912.1993.tb00578.x

Cited by 19 publications

(10 citation statements)

References 7 publications

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“…Items within each factor scale were conceptually and empirically consistent according to the item contents and alpha coefficients, respectively. Furthermore, the three factors were consistent with the concern areas commonly discussed in the literature pertaining to the adjustment and help-seeking of college students (e.g., Archer & Lamnin, 1986;Beard, Elmore, & Lange, 1982;Carney, Savitz, & Weiskott, 1979;Lucas, 1993;Snyder, Hill, & Derksen, 1972). However, in this literature academic and career concerns are sometimes treated as one category (e.g.. Hill & Sedlacek, 1995); whereas empirical evidence of this study suggested that the two concern areas should be treated separately.…”

Section: Discussionsupporting

confidence: 78%

Ethnic Differences in Career, Academic, and Social Self‐Appraisals Among Incoming College Freshmen

Chung

Sedlacek

1999

J of College Counseling

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Section: Discussionsupporting

confidence: 78%

Ethnic Differences in Career, Academic, and Social Self‐Appraisals Among Incoming College Freshmen

Chung

Sedlacek

1999

J of College Counseling

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“…In addition, research with individuals from underrepresented ethnic groups (e.g., Lucas, 1993;Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003) has highlighted that individuals report experiencing racism on an everyday basis and in a variety of forms. Discrimination as a result of racism, therefore, is a common experience for individuals from underrepresented racial/ ethnic groups in U.S. society and may be an important aspect of an individual's socialization experiences that contribute to DSI.…”

Section: Barriers and Supports As Antecedents Of Dsimentioning

confidence: 97%

Social Status Identity: Antecedents and Vocational Outcomes

Thompson

Subich

2011

The Counseling Psychologist

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This study extended the literature on potential antecedents and outcomes of perceived social status, or differential status identity (DSI). Fouad and Brown's DSI was used as a conceptual lens for examining the relation of supports and barriers to an individual's perceived social status and subsequent career indecisiveness and career decision self-efficacy. Results from a path model using 299 diverse undergraduate students provided general support for the hypothesized model, which included self-reported race/ ethnicity, social class, experiences with racism and classism and primary caregiver support as antecedents of DSI, and indecisiveness and career decision self-efficacy as outcomes of it. Differential status identity was tested as a mediator of the relations between the antecedents and vocational outcomes. Overall, the model was determined to fit the data well, but some paths were unsupported. Implications for research and practice using DSI as a conceptual framework are discussed.

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“…They suggested that "Teacher educators need to understand why graduates leave their selected careers or why they never enter the profession" (p. 294). In order to reverse the trend of individuals who do not pursue careers in agriculture, it is important to understand not only the motivational factors and rewards that lure people into a particular career (Zoldoske, 1996), but it may also be critical to research students' career-decision making processes (Lucas, 1993).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Career Choice Of Urban Agricultural Education Students

Esters¹,

Bowen²

2005

JAE

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The purpose of the study was to identify factors influencing the career choice behaviors of students who graduated from an urban agricultural education program. A secondary purpose was to identify factors that discriminated between individuals who choose careers in agriculture and those who do not. Former students in the study indicated their parents and friends as the individuals most influencing their choice of a career. The events and experiences reported by former students who chose a career in agriculture focused around several themes which included career opportunities, high school educational experiences, and work experiences. Of the former students who did not choose a career in agriculture, events and experiences cited included having other career interests, a lack of interest in agriculture, and a lack of career opportunities. A discriminant analysis procedure was used to identify factors that discriminated between individuals who chose careers in agriculture and those who did not. Findings indicated that a discriminant model consisting of selected factors could not discriminate between former students who chose or did not choose a career in agriculture after they completed a secondary agricultural program.

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Personal, Social, Academic, and Career Problems Expressed by Minority College Students

Abstract: Minority freshman college students were asked about their vocational, educational, personal and social concerns while attending a predominantly White university.

Cited by 19 publications

References 7 publications

Ethnic Differences in Career, Academic, and Social Self‐Appraisals Among Incoming College Freshmen

Ethnic Differences in Career, Academic, and Social Self‐Appraisals Among Incoming College Freshmen

Social Status Identity: Antecedents and Vocational Outcomes

Factors Influencing Career Choice Of Urban Agricultural Education Students

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