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An examination of social-cognitive f...

Cusaac, Johnnie William, Jr.

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An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations./
Author:	Cusaac, Johnnie William, Jr.
Description:	236 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2363.
Contained By:	Dissertation Abstracts International67-07A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223797
ISBN:	9780542769900

An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations.
Cusaac, Johnnie William, Jr.

An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations. - 236 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2363.

Thesis (Ph.D.)--The Claremont Graduate University, 2006.

This is an examination of the contributing Social-Cognitive Career (SCC) factors that affect college-level late adolescent and young adult African Americans' decisions to pursue occupational opportunities within the field of Information Technology (IT). Research from the fields of economics, psychology and sociology show African Americans' participation in IT occupations to be low as compared with other ethnic groups (particularly, Caucasians and Asians).

ISBN: 9780542769900Subjects--Topical Terms:

1017673
Black Studies.

An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations.
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100 1 $a Cusaac, Johnnie William, Jr. $3 1917257
245 1 3 $a An examination of social-cognitive factors that contribute to college-level African American interest in information technology occupations.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2363.
500 $a Adviser: Tom A. Horan.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2006.
520 $a This is an examination of the contributing Social-Cognitive Career (SCC) factors that affect college-level late adolescent and young adult African Americans' decisions to pursue occupational opportunities within the field of Information Technology (IT). Research from the fields of economics, psychology and sociology show African Americans' participation in IT occupations to be low as compared with other ethnic groups (particularly, Caucasians and Asians).
520 $a Various studies in these areas present many factors contributing to this lower participation of African Americans, ranging from socio-economic to cultural considerations. The research employs a holistic platform to explore questions of career selection and vocational decision-making towards IT occupations by African American youth, specifically Bandura's social-cognitive theory (SCT). This theory focuses on self-efficacy as a primary construct.
520 $a Lent et al. later adapted Bandura's model to formulate the Social-Cognitive Career Theory (SCCT) framework that has three (3) primary predictor constructs: self-efficacy, outcomes expectations, and career elements (the latter subdivided into interest, goals and performance). Research by Smith was used as a major contribution to this study since it focused on SCCT within the context of the IT field.
520 $a This study tested a modified SCCT framework on a late adolescent and young adult African American college population to investigate IT occupational interest and how this leads (ultimately) to career decision-making towards technology.
520 $a The goal was to confirm primary SCCT constructs in the context of race, to explain why (or why not) African Americans are interested in pursuing IT careers.
520 $a The study found there is a predictive link to computer self-efficacy (CSES) in IT occupational interest, and that sources of self-efficacy (CSESS), specifically, mastery experiences (ME) and vicarious learning (VL), are primary predictors in IT career decision-making of African Americans. Qualitative analysis results also exhibited a strong relationship with self and social influences as factors that motivate African American youth.
590 $a School code: 0047.
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791 $a Ph.D.
792 $a 2006
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