Prospective First-Generation College Students: Meeting Their Needs through Social Cognitive Career Theory
Prospective First-Generation College Students: Meeting Their Needs through Social Cognitive Career Theory
复制标题
未来的第一代大学生：通过社会认知职业理论满足他们的需求
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Marie F. Shoffner
中科院分区：
文献类型：
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作者：
Melinda M. Gibbons;Marie F. Shoffner
第一代学生，即父母没有上大学的学生，占所有高中毕业生的27%。他们有独特的需求，将他们与其他学生分开，必须在咨询中解决。本文探讨了学校和职业辅导员如何通过使用社会认知职业理论来帮助这些学生。这一理论及其对自我效能、结果期望、障碍和目标的关注有助于职业和学术决策。一个高中三年级的案例是作为一个例子，这个理论可以帮助这个人口。未来的研究和咨询策略的影响，以及建议。* 高中辅导员执行的许多职责之一是协助学生的职业发展。学校辅导员普遍认为，所有学生都需要了解兴趣，能力和工作世界之间的关系，以及如何识别和处理与进一步教育有关的信息（Barker & Satcher，2000）。此外，美国学校咨询协会最近发布了基于国家标准（ASCA，1997）的学校咨询计划新模式（ASCA，2003）。在这个国家模式，建议学校辅导员应促进旨在提高学生的学术，职业和个人/社会领域的方案。该模型促进了三个标准，特别是与职业生涯，包括学生的能力，如发展职业意识，确定职业目标，并获得信息的理解，以及如何应用这些来实现职业目标。该模式的作者还认为，其结构有利于所有学生，有助于促进具有挑战性的学习课程，增加每个人获得教育的机会（ASCA，2003年）。显然，学校辅导员的角色之一是参与学校所有学生的职业发展。尽管如此，一些民众在这方面仍然得不到充分的服务，这或是因为监督不力，或是因为缺乏知识。其中一个群体是未来的第一代大学生。根据1988年全国教育纵向研究（Horn & Nunez，2000年）收集的信息，1992年约有27%的高中毕业生是第一代学生，即父母没有上过大学的学生。在这些学生中，有一半来自低收入家庭，与父母毕业于大学的学生相比，他们更有可能是西班牙裔或非洲裔美国人。不断增长的学生人口有独特的需求，必须由学校辅导员解决，使所有学生都有同样的机会接受适当的和具有挑战性的高等教育。1994年美国人口普查局（引自印第安纳州职业和中学后发展中心，2000年）发现，高等教育与高薪之间存在直接关系，四年制大学毕业生的平均年薪比只有高中文凭的人高出17，000美元。然而，到目前为止，几乎没有人关注如何在第一代大学生进入大学之前帮助他们。只有一篇文章（Fallon，1997年）专门讨论了在高中阶段对这一人群进行初级预防的策略。然而，没有采用任何理论模式，也很少注意协助克服上大学的障碍。本文的目的是探讨学校辅导员如何在大学入学前帮助第一代大学生。本文着重于如何通过应用社会认知职业生涯理论（伦特，布朗和哈克特，1994），这些学生的需求可能会得到满足。学院一词的使用是指高中以上的任何正规教育，以获得学位。…
First-generation students, or students whose parents did not attend college, represent 27% of all graduating high school students. They have unique needs that separate them from other students and that must be addressed in counseling. This article examines how school and career counselors can help these students through the use of Social Cognitive Career Theory. This theory and its focus on self-efficacy, outcome expectations, barriers, and goals can help with career and academic decision-making. A case example working with a high school junior is provided as an example of how this theory can assist this population. Implications for future research and counseling strategies are suggested as well. ********** One of the many duties that high school counselors perform is assisting with the career development of their students. School counselors generally agree that all students need to understand the relationship between interests, abilities, and the world of work, and how to identify and act on information pertaining to furthering their education (Barker & Satcher, 2000). In addition, the American School Counseling Association recently released its new model for school counseling programs (ASCA, 2003) based on the National Standards (ASCA, 1997). Within this National Model, it is suggested that school counselors should promote programs designed to enhance the academic, career, and personal/social domains of students. The model promotes three standards specifically related to career and includes student competencies such as developing career awareness, identifying career goals, and gaining understanding of information and how to apply this to reach career goals. The authors of the model also suggest that its structure benefits all students by helping to promote a challenging course of study and increases access to educational opportunities for everyone (ASCA, 2003). Clearly, one of the roles of the school counselor is to be involved with the career development of all students in their schools. In spite of this, some populations remain underserved in this regard, either because of oversight or a lack of knowledge. One of these groups is prospective first-generation college students. According to information gathered from the National Education Longitudinal Study of 1988 (Horn & Nunez, 2000), approximately 27% of high school graduates in 1992 were first-generation students, or students whose parents did not attend college. Of these students, half were from low-income families and, compared to students with college-graduate parents, were more likely to be Hispanic or African-American. This growing population of students has unique needs that must be addressed by school counselors so that all students may have the same opportunities for appropriate and challenging higher education. The 1994 U.S. Census Bureau (as cited in Indiana Career and Postsecondary Advancement Center, 2000) found a direct correlation between higher education and higher salaries, with 4-year college graduates earning an average of $17,000 more per year than someone with only a high school diploma. To date, however, almost no one has focused on how to assist prospective first-generation college students before their arrival to college. Only one article could be located (Fallon, 1997) that focused specifically on primary prevention strategies in working with this population while they are in high school. No theoretical model, however, was applied, and little attention was given to assistance in overcoming barriers to attending college. The purpose of this article is to examine how school counselors can assist prospective first-generation college students prior to college entrance. This article focuses on how the needs of these students may be met through the application of Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994). The use of the term college refers to any formal education beyond high school leading to a degree. …