Examining Demographic Influences, First-Generation Status, and Educational Settings on Alumni Career Trajectories and Professional Development in Education

• In Event: Innovation in the Digital Era: Comparative and International Perspectives on Curriculum and Student Engagement

Proposal

The landscape of educational careers is complex and multifaceted, influenced by a myriad of factors ranging from individual demographics to institutional contexts. This study aims to elucidate the intricate relationships between alumni characteristics, their career trajectories, and their engagement in professional development within the field of education.
Specifically, we investigate three primary research questions:
(1) How do demographic characteristics of alumni relate to their career trajectories and salary levels? (2) What are the relationships between first-generation college student status, pursuit of additional degrees, and engagement in professional activities? (3) How does the educational setting and self-assessed success correlate with future career development plans?
Drawing on a comprehensive survey of alumni from the Faculty of Education at Bar-Ilan University, this research employs a mixed-methods approach to analyze these multifaceted relationships. The study is grounded in several key assumptions derived from existing literature and theoretical frameworks in education, career development, and social mobility.
For the first research question, we posit that demographic characteristics significantly influence career opportunities and progression in education (Lent, Brown, & Hackett, 1994). We hypothesize that gender may impact career trajectories and salary levels due to societal and systemic factors, while age is expected to correlate positively with career progression and salary levels. Furthermore, we anticipate that religious affiliation might affect career choices within education, subsequently influencing salary levels. These assumptions are based on extensive literature documenting persistent gender disparities in educational leadership and salary structures, as well as the unique role of religious institutions in the Israeli education system.

The second research question explores the experiences of first-generation college students, a group often underrepresented in higher education research. We hypothesize that first-generation students exhibit different patterns in pursuing further education and engaging in professional activities compared to their peers from families with higher educational attainment. This assumption is rooted in social capital theory and research on educational aspirations. Research has shown that first-generation college students tend to derive greater benefits from extracurricular involvement and peer interactions compared to their peers, despite being less likely to engage in these activities during their college years (Pascarella et al., 2004). We anticipate that the pursuit of additional degrees will positively correlate with engagement in professional activities, while first-generation status may present both direct and indirect effects on professional engagement, mediated by factors such as mentorship and institutional support. Importantly, Drezner and Pizmony-Levy (2020) found that graduate students with a stronger sense of belonging are more likely to give to their alma mater, suggesting that fostering inclusion and community among first-generation graduate students could have long-term implications for their engagement and philanthropic behavior as alumni.

The third research question examines the interplay between educational settings, self-assessed success, and future career plans. We assume that the type of educational setting influences how educators assess their own success and shapes their career development opportunities. This assumption is grounded in organizational theory and research on professional identity in education (Klassen & Chiu, 2010). We hypothesize a positive correlation between self-assessed success and ambitious career development plans, with the relationship potentially mediated by job satisfaction and perceived growth opportunities.
Methodologically, this study will employ a combination of quantitative and qualitative approaches. Quantitative analyses will include multiple regression models, structural equation modeling, and path analysis to examine the relationships between variables. Qualitative methods, including semi-structured interviews with a subset of survey respondents, will provide deeper insights into individual experiences and decision-making processes.

The expected results of this study have significant implications for educational policy, institutional practices, and career development programs. By illuminating the impact of demographic factors on career trajectories and salary levels, this research may inform efforts to address persistent inequities in the education sector. Understanding the unique challenges and opportunities faced by first-generation college students can guide targeted support initiatives in higher education institutions.
Moreover, insights into the relationship between educational settings, self-assessed success, and career development plans can inform professional development programs and institutional strategies for educator retention and advancement.
This research contributes to the broader literature on educational careers, social mobility, and professional development in several ways. First, it provides a comprehensive examination of how individual characteristics intersect with institutional factors to shape career outcomes in education. Second, it offers insights into the long-term professional trajectories of first-generation college students, an area that has received limited attention in the context of educational careers. Finally, by exploring the relationship between self-assessed success and career development plans across different educational settings, this study contributes to our understanding of educator motivation and career decision-making processes.
We aim to provide a nuanced understanding of the factors influencing career trajectories and professional development among education alumni. By examining the interplay between demographic characteristics, educational background, institutional contexts, and individual perceptions, this research seeks to inform evidence-based strategies for promoting equity, supporting professional growth, and enhancing career satisfaction in the field of education.

Author

• Yonatan shmuel Cohen, Bar Ilan University