Social capital and career planning amongst first generation and non-first generation high school and college students in Germany: a social network analysis approach

Wittner, Britta; Kauffeld, Simone

doi:10.1007/s10775-021-09513-z

Cited by 13 publications

(9 citation statements)

References 58 publications

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“…These findings converge with international academic literature, confirming individuals' difficulties in building relationships in complex institutional contexts to reach academic success (EVELAND, 2020). Their social background affects the gathering of information, creation of strategies, and mobilization for success in higher education (GUZMÁN-VALENZUELA et al, 2022;WITTNER;KAUFFELD, 2023). There are differences between groups of students depending on their life trajectories, the presence of siblings in higher education (KIM; CHOI; PARK, 2020), or dispositions to mobilize networks (MOTSABI; DIALE; VAN ZYL, 2020;PATFIELD;GORE;FRAY, 2022).…”

Section: First-generation Students At the Universitysupporting

confidence: 75%

Elements of reflexivity in the academic socialization of first-generation students in higher education

Caregnato,

Miorando

2023

Educ. Pesqui.

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This article analyzes how first-generation higher education students elaborate expectations and action possibilities based on the relation between academic environment and social background. We analyze student trajectories to interpret the presence of elements of reflexivity associated to academic socialization. Based on ten in-depth interviews conducted in 2022 with students from a traditional federal university, we sought to understand how these students organize their action schemes, making sense of the university experience from their everyday practices. In the situations and standpoints expressed in their statements, we identified instrumental, moral, and political approaches which signal meta-pragmatic reflexive procedures. We verified that the inequalities experienced by the students in their relationships with classmates and the institution lead to socialization processes permeated by shocks. Individuals’ symbolic work on some of these dislodgments reconfigures perspectives of action in coping with difficulties. Results show that students are mobilized to persist and succeed in university by distinct types of ends: instrumental, to achieve a better life; moral, to fulfil responsibilities with their families; and political, to build up social change. Their dynamics of individuation are therefore produced with the critique of the academic environment from schemes cultivated in the transit among distinct normative environments.

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Section: First-generation Students At the Universitysupporting

confidence: 75%

Elements of reflexivity in the academic socialization of first-generation students in higher education

Caregnato,

Miorando

2023

Educ. Pesqui.

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“…Second, we wanted to connect the COR Theory with the theory of career shocks and to examine the role of resources in this context. Since both play an important role during crisis (Seibert et al, 2016), we focused on resilience and social support, which are known to help with challenges and setbacks (Schulte et al, 2016;Wittner & Kauffeld, 2021). Our findings show the importance of both resilience and social support during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 85%

“…Firstly, resilience can be seen as a moderately stable personal characteristic that plays a major role, especially, in the context of challenges and setbacks, helping individuals cope with them and possibly emerge stronger from them (Schulte et al, 2016). Social contacts, secondly, are of particular importance for students, especially contacts with other students (Wittner & Kauffeld, 2021). Especially during the pandemic, most individuals recognised that humans are not lone wolves but are embedded in groups of friends, family, co-workers, and acquaintances.…”

Section: The Positive Influence Of Resources -Cor Theory and Job-dema...mentioning

confidence: 99%

“…A developmental network that provides an individual with vocational and socio-emotional support further helps individuals reach career relevant outcomes, such as work satisfaction (Higgins, 2000) and salary (Murphy & Kram, 2010), and it also increases self-efficacy beliefs (Dobrow & Higgins, 2005;Ragins & Kram, 2007) and optimism (Higgins et al, 2010). In higher education, it is an important factor linked to academic achievement , performance (Thiele et al, 2019), and retention (Wittner et al, 2019), as well as academic satisfaction (Wittner & Kauffeld, 2021) and career planning (Wittner & Kauffeld, 2021).…”

Section: Social Supportmentioning

confidence: 99%

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How Do Social Support and Personal Resilience Assure Confidence in Vocational Choice in Times of the Pandemic?

Hirschberger,

Wittner,

Kauffeld

2023

Swiss Psychology Open

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As a global crisis, the COVID-19 pandemic struck everyone hard. As an extraordinary, unforeseeable, and uncontrollable event, it qualifies as a career shock. Since young people early in their careers were in crucial stages of their development at the time social distancing started, they specifically suffered. According to Conservation of Resources Theory (COR Theory), individuals with higher resources are less affected by challenges. Resilience and social support are important during crises, as they help in dealing with setbacks. Our study followed a group of German bachelor students (N = 797) at three time points: in January 2020, during the first period of social distancing in April, and afterwards in June 2020. We assume that individuals with high resilience and support network quality have fewer thoughts about their career as consequence of the pandemic and thus cope better and stay confident in their vocational choice.Findings reveal that especially resilience influences the thought process triggered by the COVID-19 pandemic: more resilient students also think less about their career as a consequence of the pandemic. Furthermore, at the same measurement point, those thought processes influenced the confidence in vocational choice negatively.These results, aligning with COR Theory, underline the importance of resources in dealing with career shocks. Furthermore, they show that those thought processes have a direct influence on confidence in vocational choice, possibly influencing individuals' career paths. Since both resilience and social networks can be influenced, we recommend different measures for universities, students, and society in coping with the aftermath of the pandemic.

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“…Students' career plans and even their intention to drop out of school can be significantly influenced by social support, particularly the support of academic partners. Prominent academics can not only serve as successful role models to inspire students, but can also make students aware of where they can get help related to career planning without being confused [9]. Web-based interventions provide students with specialist career knowledge and offer them a search platform,…”

Section: Social Factorsmentioning

confidence: 99%

An Analysis of Factors Influencing Secondary School Students' Career Planning

Jin¹,

Wen²,

Zeng³

2023

EHSS

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With the popularization of higher education, more and more students choose to enter high school and prepare for the ideal university. The career planning of middle school students not only affects the curriculum choice of high school but also provides a direction for the professional choice of university and even affects the future employment of students. The current researchers have some research on the career planning of middle school students, but have not found a better way to help students find their own good and suitable development direction. Therefore, this article intends to improve this situation from the source by finding the factors that affect career planning. Finally, the article provides a summary of middle school students' global career planning, outlines the factors that have a greater impact on their careers, explains how to mitigate the negative effects, and offers some advice for middle school students' career planning.

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Social capital and career planning amongst first generation and non-first generation high school and college students in Germany: a social network analysis approach

Cited by 13 publications

References 58 publications

Elements of reflexivity in the academic socialization of first-generation students in higher education

Elements of reflexivity in the academic socialization of first-generation students in higher education

How Do Social Support and Personal Resilience Assure Confidence in Vocational Choice in Times of the Pandemic?

An Analysis of Factors Influencing Secondary School Students' Career Planning

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