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International Journal for Educational and Vocational Guidance

Erschienen in:

06.06.2022

Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution

verfasst von: Shu-Sha Angie Guan, Jared Ashcroft, Bryant Horowitz, Eileen Ie, Yolanda Vasquez-Salgado, Carrie Saetermoe

Erschienen in: International Journal for Educational and Vocational Guidance | Ausgabe 1/2024

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Abstract

Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79–122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; M_age = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.

Vorheriger Artikel The intersections of migration, app-based gig work, and career development: implications for career practice and research

Nächster Artikel Validating the implicit theory of work scale: focusing on its role on career-related behaviors and affect in Korean undergraduates

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Titel: Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution
verfasst von: Shu-Sha Angie Guan
Jared Ashcroft
Bryant Horowitz
Eileen Ie
Yolanda Vasquez-Salgado
Carrie Saetermoe
Publikationsdatum: 06.06.2022
Verlag: Springer Netherlands
Erschienen in: International Journal for Educational and Vocational Guidance / Ausgabe 1/2024
Print ISSN: 1873-0388
Elektronische ISSN: 1573-1782
DOI: https://doi.org/10.1007/s10775-022-09547-x

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