The Meaning of Work for Black African Immigrant Adult College Students

Abstract

The purpose of this study is to explore the meaning of work for Black, sub-Saharan African immigrant adult students pursuing a 4-year college degree. Career development practitioners are in a unique position to help these students make significant life-career decisions. Seven students enrolled at an urban university located in the Midwest were interviewed. Emphasis was placed on sociocultural, historical, political, and other contextual factors that affected life-work choices. Work was viewed holistically as a combination of both paid and unpaid roles. Work narratives were collected and interpreted using Gadamerian hermeneutics grounded in a constructivism paradigm. An analysis of narrative approach was used. Three main findings emerged as themes: Meaning of work was shaped by contextual factors; work experiences were closely connected to family and community; and students' identities and work roles evolved over time. Theoretical implications and practical strategies for career counselors, with a focus on social justice, are discussed.

Using Photovoice to Bring Career into a New Focus for First-Generation College Students

“…may influence career development, as well as the discrimination FGLI students face as a result of their identities, which can negatively impact how they develop a sense of where they fit in the career world (Kim, 2014; Ma et al, 2014; Nuñez & Sanson, 2016; Parks-Yancy, 2012; Risco & Duffy, 2011; Storlie et al, 2016). Social contextual issues, such as civil unrest, gender bias, and undocumented status, strongly influence how students can and do see their roles in the world of work (Kantamneni et al, 2016; Stebleton, 2012).…”

“…STF has also demonstrated applicability across national borders with scholarship addressing women and individuals from multiple diverse groups whose career narratives may not fit an individualistic frame (Fitzgerald & Harmon, 2001; Lim 1997; Stead, 2004). Western interpretations of career journey can often place the individual at the center of a linear developmental journey, which can be problematic for FGLI students (Kantamneni et al, 2016; Kim, 2014; Ma et al, 2014; Patton & McMahon, 2014; Stebleton, 2012; Stebleton & Aleixo, 2016; Storlie et al, 2016). STF does not discount the individual but considers variables that influence how the individual constructs a story about career in conjunction with interpersonal and contextual factors (Patton & McMahon, 2014).…”

The Meaning of Work for Post-retirement Employment Decisions

“…We make two contributions to the literature. First, although many studies concentrated on the meaning of work for careers among younger and middle-aged persons (Beukes & Botha, 2013;Stebleton, 2012;Zhou, Leung, & Li, 2012), the current study explores the role of the meaning of work for post-retirement employment decisions. This focus is particularly relevant considering the current population aging trend.…”

Table of Contents

“…Similar to Louie (2001), Roysicar, Carey, and Koroma (2010) highlight that parents' perceived prejudice and preferences for science and math were instrumental in second-generation immigrants' inclinations toward choosing these majors, affi rming previous research that suggests parents and family are one of the most powerful infl uences on vocational behavior and career development (see Brown, 2004;Inman, Howard, Beaumont, and Walker, 2007;Sodowsky, 1991;Whiston and Keller, 2004). Stebleton (2010) examined career development in seven Black subSaharan African immigrant adult students attending an urban public fouryear university in the Midwest. Using semistructured interviews, he found that sociopolitical and cultural factors in the homeland and ties with family and community were important to career development among these students.…”