A Pilot Study of a Career and College Readiness Curriculum Intervention for Underserved Adolescents

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Prevention and Interventions

Abstract

Introduction and Research Questions. Career and college readiness (CCR) approaches have often excluded historically marginalized or underserved youth. Given the need to enhance the existing knowledge base on CCR curricular interventions for underserved adolescents, the purpose of our study is to evaluate a pilot intervention of a curriculum targeting underserved youth in grades 9 to 12. The curriculum—Paths to the Future for All (P2F4A)—takes a developmental approach to college and career development, weaving together the procedural know-how of college and career planning with a broader focus on building behaviors that support underserved adolescents’ positive trajectories towards their futures. The P2F4A curriculum includes 64 lessons designed to be taught within a group or classroom in a daily 50-minute class period over one semester.
Two central research questions guide our study:
1. To what extent do adolescents’ (a) vocational aspirations, and (b) behavioral outcomes (e.g., coping) change prior to and after their engagement in the P2F4A curriculum?
2. Based on their own personal perspectives, how does adolescents’ experience of the P2F4A curriculum influence their personal growth?
Theoretical Perspective. The P2F4A curriculum is grounded in key tenets underlying social cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) and possible selves (Markus & Nurius, 1986). SCCT is career development framework that describes how people, their behavior, and environments mutually influence each other to shape occupational interests and attainment of career goals (Lent et al., 2002). Possible selves refers to individuals’ own conceptualization and aspirations of who they want to become in the future (Oyserman & Fryberg, 2006).
Research Design. We used a purposive sample of five schools in the Western region of the United States that served our target population of underserved adolescents. Methodologically, we used quantitative approaches (paired t-tests) to answer research question 1 and qualitative approaches to answer research question 2. The sample for our quantitative analyses included 61 students (see Figure 1 for demographic characteristics) who were referred to the study and completed informed consent to enroll. Of the 61 students, 33 participated in qualitative focus groups and interviews.
Findings. Based on our quantitative analyses, we detected significant (p < .05) changes in students’ vocational outcome expectations, knowledge of core concepts in the P2F4A curriculum and selected coping skills such as seeking diversions and relaxing (Table 2).
Our qualitative interviews and focus groups revealed that participating in the P2F4A curriculum opened up new communication modes and helped build prosocial relationships. For instance, one student noted: “I liked how open we could be with each other. No one really judged each other.” P2F4A also helped students reflect more deeply on college and career readiness. Students highlighted several aspects of the curriculum not found in any of their other high school classes, including lessons focusing on future goals and how to engage in healthy relationships.
Conclusion. Our new findings suggest that CCR initiatives—if developed and targeted appropriately to undeserved youth—have strong potential at shaping underserved adolescent’s future aspirations and helping them build skills towards realizing those aspirations.

Authors

• Kevin Gee, University of California - Davis
  Presenting Author

• Carolynne Beno, UC Davis
  Non-Presenting Author

• Jeff Gau, University of Oregon
  Non-Presenting Author

• Lauren Lindstrom, UC Davis
  Non-Presenting Author

• John Lind, University of Oregon
  Non-Presenting Author

• Cindy Post, University of Oregon
  Non-Presenting Author