Latinas in the United States have had historically low college graduation rates, are overrepresented in lower paying occupations, and experience culture-and values-based struggles in obtaining career goals. As Latinas increase their presence as a cultural group in higher education and grow in the U.S. workforce, researchers are called to uncover the challenging and complex career development experience of this diverse group of students. This qualitative study used a grounded theory methodology to explore the values and life-role salience associated with the career development of Latina 1st-generation college students at a primarily Caucasian institution. Results included 2 overarching themes with 5 subthemes supporting culturally sensitive career counseling practices while working with this sample. Future research implications examining the efficacy of interventions to help Latina 1st-generation college students succeed in college are provided.

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The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, ), the Future Career Autobiography (Rehfuss, ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.

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