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More than a job: a phenomenological study of EOF students' career development
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Anderson, Christine. More than a job: a phenomenological study of EOF students' career development. Retrieved from https://doi.org/doi:10.7282/t3-3ffn-yn34

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TitleMore than a job: a phenomenological study of EOF students' career development
NameAnderson, Christine (author); Rubin, Beth (chair); Pulliam, Nicole (member); Vega, Michael (member); Rutgers University; Graduate School of Education
Date Created2022
Other Date2022-10 (degree)
SubjectEducation, Career development, First-generation students, Higher education, Low-income students, Support programs
Extent167 pages
DescriptionThis phenomenological study examined the career development experiences of senior-level first-generation low-income (FGLI) traditional undergraduate students enrolled in a state-funded support program at a northeast public university. The study utilized one-on-one interviews and focus groups to collect data. Social Cognitive Career Theory (Lent et al., 1994) and social and cultural capital theories (Bourdieu, 1986; Yosso, 2005) were used to analyze the participants’ holistic career development experiences. This study focused on experiences during pre-college, college, and participants’ preparation for their transition from college to career. The findings of this study share a story of the participants’ unique career development experiences throughout their homes, communities, K-12, and college environments. Each of these environments impacted the participants’ career development experiences, including influencing their motivation for career choice, the development of their post-undergraduate goals and plans, and their preparation to transition from college to career. The participants faced challenges in their career development, such as pressure from family and their communities to pursue specific careers or being underprepared for college-level work, which disrupted their initial career goals. Apprehension regarding completing their degrees took precedence over preparing for their transition to their careers. To overcome these obstacles and aid in formulating their career goals and plans, participants relied on support from family, K-12 teachers, peers, university faculty, staff, and the support program team. Finally, formal career resources and experiences supported their career development and assisted them in creating both short and long-term career goals.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-3ffn-yn34
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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