An Exploration of First-Generation College Students’ Career Development Beliefs and Experiences

First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-...

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Bibliographic Details
Published in:Journal of career development 2015-08, Vol.42 (4), p.294-310
Main Authors: Tate, Kevin A., Caperton, William, Kaiser, Dakota, Pruitt, Nathan T., White, Heather, Hall, Eric
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
Access to Education
Career Development
Disadvantaged
Educational Experience
Employment Potential
Equal Education
Family Environment
Family Influence
First Generation College Students
Focus Groups
Networks
Qualitative Research
Self Concept
Semi Structured Interviews
Social Cognition
State Universities
Student Attitudes
Student Motivation
United States (Southeast)
Wellness
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Summary:First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-going experience. Completing a college degree is clearly tied to employability and mental wellness, which makes FGCS’s plight an important issue. Although there is a significant body of research about FGCS’s academic performance and experiences, there is little research about this population’s beliefs and experiences along their career path. Using an exploratory qualitative approach (Consensual Qualitative Research) and a well-researched model of career development (Social Cognitive Career Theory), we asked 15 FGCS about external influences on, and internal beliefs about, their career development process. Three major domains emerged from the data—external influences on the career development process, understanding of the career development process, and self-concept. These results provide a foundation for future research, as well as implications for practice with this population.
ISSN:0894-8453
1556-0856
DOI:10.1177/0894845314565025