Positive Predictors of Career Adaptability Among Diverse Community College Students

Abstract

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.

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

“…There were also latent mean differences between university and community college students such that the community college students had higher levels of both aspects of reconsideration (Flex and Doubt). Community colleges provide an educational gateway for people who might otherwise have difficulty accessing higher education, including many who are already in the workforce (see Gregor et al, 2020). Consequently, these students may be in the process of reconsidering their job or career choices upon entering college.…”

“…Data were gathered as part of larger studies examining the relation of well-being to positive outcomes in college environments (see Gregor et al, 2020; Weigold et al, 2020). Each of the studies were approved by the appropriate institution’s Institutional Review Board prior to data collection.…”

“…Approximately a third of participants indicated they were Latin American/Hispanic ( n = 102, 31.9%), followed by African American/Black ( n = 60, 18.8%), Asian/Asian American ( n = 59, 18.4%), European American/White ( n = 53, 16.6%), Biracial/Multiracial or Middle Eastern ( n = 11, 3.4%, each), Native American/Alaska Native ( n = 4, 1.3%), and Other ( n = 18, 5.6%). Ages ranged from 18 to 56 ( M = 22.19, SD = 6.59, Mdn = 20.00; Gregor et al, 2020).…”

“…Community college sample. Three hundred twenty students at a large mid-Atlantic community college provided complete data (see Gregor et al, 2020). A faculty member associated with the institution sent out a request for instructors to share information about the study with their students.…”

“…These experiences are thought to relate to unique positive outcomes for their students (see Astin, 1999; Pascarella & Blaich, 2013). Conversely, community colleges typically admit students who are from underserved backgrounds and already in the workforce (see Gregor et al, 2020, for a review), and there is little available information on their career development or concerns (Harlow & Bowman, 2016). Taken together, these institutions differ in the experiences they provide and the students that attend.…”