A Qualitative Analysis of Career Choice Pathways of College-Oriented Rural Central Appalachian High School Students
A Qualitative Analysis of Career Choice Pathways of College-Oriented Rural Central Appalachian High School Students
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面向大学的农村中部阿巴拉契亚高中学生职业选择路径的定性分析
DOI：
10.1177/0894845317725603
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发表时间：
2019
影响因子：
2.9
通讯作者：
M. Paretti
中科院分区：
文献类型：
--
作者：
Cheryl Carrico;H. Matusovich;M. Paretti
为了探索环境可能影响职业选择的方式，我们用定性的方法分析了对弗吉尼亚州阿巴拉契亚中部农村地区面向大学的高中生的采访。运用社会认知职业理论，利用24次访谈数据，对职业选择的路径及相关情境因素进行了分析。结果显示，参与者的路径部分符合模型，尽管我们也发现了由显著环境影响触发的不同路径，以及由于可能的职业计划的不同而导致的不完整路径。解释因素包括作为未来第一代大学生的身份，包括留在当地并拥有稳定工作的结果预期，以及阿巴拉契亚地区的一个新出现的因素。在背景因素和职业选择路径方面出现的模式突出了在考察学生如何做出职业选择时文化和背景的重要性。这项研究通过使用学生自己的话作为数据来考察职业路径来扩展先前的研究。此外，这些模式提供了职业教练、辅导员和教育工作者可以用来支持学生高中后职业规划的见解。
To explore the ways context may shape career choices, we used a qualitative approach to analyze interviews with college-oriented high school students from the rural Central Appalachia region of Virginia. Using social cognitive career theory, we analyzed pathways to career choices and relevant contextual factors, using data from 24 interviews. Results revealed that participants’ pathways partially matched the model, though we also found variant pathways triggered by significant environmental influences and incomplete pathways due to variations in possible career plans. Explanatory factors included status as prospective first-generation college student, outcome expectations that included remaining local and having job stability, and an emergent factor of continuing generation Appalachian. The patterns that emerged with respect to contextual factors and career choice pathways highlight the importance of culture and context when examining how students make career choices. This research extends prior research by examining career pathways using student’s own words as data. Moreover, the patterns offer insights career coaches, counselors, and educators can use in supporting students’ post–high school career planning.