Promoting Career and College Readiness, Aspirations, and Self‐Efficacy: Curriculum Field Test

To address the need for enhanced career and college readiness, a classroom guidance curriculum was studied using a pretest–posttest nonequivalent groups quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐performing high school were analyzed via hierarchical linear modeli...

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Bibliographic Details
Published in:The Career development quarterly 2017-06, Vol.65 (2), p.173-188
Main Authors: Martinez, Robert R., Baker, Stanley B., Young, Tamara
Format: Article
Language:English
Subjects:
Academic readiness
Adolescents
Analysis
between‐groups research
career and college readiness
Careers
classroom guidance
Classrooms
College Readiness
Control Groups
Curricula
Curriculum
Design
Education
Entrance examinations
Evidence-based medicine
evidence‐based practice
High School Graduates
High school students
Higher education
Hispanic people
Intervention
Knowledge
Learning
Low income groups
Outcomes of Education
Pacific Islander people
Postsecondary Education
quasi‐experiment
School boards
Secondary school students
Secondary schools
Self-efficacy
Socioeconomic factors
Students
Teenagers
Vocational guidance
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Summary:To address the need for enhanced career and college readiness, a classroom guidance curriculum was studied using a pretest–posttest nonequivalent groups quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐performing high school were analyzed via hierarchical linear modeling. The analyses indicated a treatment effect on postsecondary education‐going knowledge and career and college readiness self‐efficacy, accounting for 100% of the variance explained by classroom‐level factors and indicating potential for the classroom guidance curriculum. The findings encourage career and professional school counselors to proactively employ similar classroom guidance programs aimed at encouraging high school students to consider postsecondary education opportunities. Future research could focus on component analyses of the curriculum, broadening the target populations, using mixed‐method designs, and additional validity studies of the dependent measures.
ISSN:0889-4019
2161-0045
DOI:10.1002/cdq.12090