Postsecondary Experiences of Career Academy Students: A Narrative Inquiry of Lived Experience

• In Event: AERA Poster Session 1
  In Poster Session: Research on the Complexity of Learning Environments (San Diego)

Abstract

Using the framework of Schlossberg’s Theory of Transition, this research investigated the lived experiences of university students who graduated from a high school career academy model. Junior and senior university students were interviewed using a narrative inquiry methodology to learn if the career academy impacted them as they moved in, moved through, and moved out of their university experience. This research study used a qualitative approach to understand the transitional experiences of the student and to make implications to the university regarding programming to support a student who transitioned from a career academy model as well as to help the high school reflect on best practices to prepare students for the moving in transitional stage.

Author

• Melinda Rangel, Tabor College