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Constructing Coherence in the Commun...

Neri, Rebecca Colina.

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Constructing Coherence in the Community College Career Decision-Making Space.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Constructing Coherence in the Community College Career Decision-Making Space./
Author:	Neri, Rebecca Colina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	242 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13898773
ISBN:	9781392288221

Constructing Coherence in the Community College Career Decision-Making Space.
Neri, Rebecca Colina.

Constructing Coherence in the Community College Career Decision-Making Space. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 242 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2019.

This item must not be sold to any third party vendors.

Today, community college students are tasked with making high-stakes decisions about their major and career paths in a very complex and confusing decision-making environment, often without adequate labor market knowledge and career guidance which can have a direct impact on their future earnings, employment, and mental health (Baker, Bettinger, & Marinescu, 2018; Scott-Clayton, 2015; Rosenbaum, Deil-Amen & Person, 2006; Wolniak et al, 2008). This study utilized a mediated-action approach (Penuel & Wertsch, 1995) to examine the career development and decision-making processes of community college students. Researching the action of choosing a major and career path, rather than the individual making the decision, enabled the researcher to foreground structural and contextual affordances and barriers and provided a window into how students construct coherence (Erickson, 1968) in a complex decision-making environment (Baker et al., 2018). For the participants in this study, making a decision about their major and career path required navigating a dynamic and shifting labor market (Fouad & Bynner, 2009), a complex ecosystem of postsecondary credentials (Carnevale, Garcia, & Gulish, 2017), and various contextual and structural affordances, barriers, and constraints (Duffy, Blustein, Diemer, & Autin, 2016). For many participants, this complexity was confounded by a lack of labor market knowledge and knowhow (Baker et al., 2018); sociopolitical barriers and previous schooling experiences (Diemer, 2009; Duffy et al., 2016); efforts to balance peers, family obligations, and work (Saenz et al., 2018); and experiences in classes, especially math and science, that impacted their self-efficacy and outcome expectations (Baker et al., 2018; Lent & Brown, 2013; Lent, Hackett, & Brown, 2000). The findings of this study suggest that community college students need: (a) access to labor market knowledge and knowhow; (b) differentiated career guidance and career exploration opportunities; (c) career guidance that extends into the classroom and is contextualized in disciplinary learning; (d) opportunities to explore and cultivate their sociopolitical development across career fields; (e) career guidance focused on developing their career adaptability; and (f) emotional and psychological support to navigate the stress, anxiety, and uncertainty they report feeling throughout their career development and decision-making processes.

ISBN: 9781392288221Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Career development

Constructing Coherence in the Community College Career Decision-Making Space.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gomez, Louis M.;Rios-Aguilar, Cecilia.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2019.
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520 $a Today, community college students are tasked with making high-stakes decisions about their major and career paths in a very complex and confusing decision-making environment, often without adequate labor market knowledge and career guidance which can have a direct impact on their future earnings, employment, and mental health (Baker, Bettinger, & Marinescu, 2018; Scott-Clayton, 2015; Rosenbaum, Deil-Amen & Person, 2006; Wolniak et al, 2008). This study utilized a mediated-action approach (Penuel & Wertsch, 1995) to examine the career development and decision-making processes of community college students. Researching the action of choosing a major and career path, rather than the individual making the decision, enabled the researcher to foreground structural and contextual affordances and barriers and provided a window into how students construct coherence (Erickson, 1968) in a complex decision-making environment (Baker et al., 2018). For the participants in this study, making a decision about their major and career path required navigating a dynamic and shifting labor market (Fouad & Bynner, 2009), a complex ecosystem of postsecondary credentials (Carnevale, Garcia, & Gulish, 2017), and various contextual and structural affordances, barriers, and constraints (Duffy, Blustein, Diemer, & Autin, 2016). For many participants, this complexity was confounded by a lack of labor market knowledge and knowhow (Baker et al., 2018); sociopolitical barriers and previous schooling experiences (Diemer, 2009; Duffy et al., 2016); efforts to balance peers, family obligations, and work (Saenz et al., 2018); and experiences in classes, especially math and science, that impacted their self-efficacy and outcome expectations (Baker et al., 2018; Lent & Brown, 2013; Lent, Hackett, & Brown, 2000). The findings of this study suggest that community college students need: (a) access to labor market knowledge and knowhow; (b) differentiated career guidance and career exploration opportunities; (c) career guidance that extends into the classroom and is contextualized in disciplinary learning; (d) opportunities to explore and cultivate their sociopolitical development across career fields; (e) career guidance focused on developing their career adaptability; and (f) emotional and psychological support to navigate the stress, anxiety, and uncertainty they report feeling throughout their career development and decision-making processes.
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