Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow-up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self-efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self-efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain-specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.

This quasi-experimental investigation tested whether adding a sociopolitical development (SPD) component to a social cognitive career theory–based (SCCT) career intervention program, Project health-care opportunities, preparation, and exploration (HOPE), was more effective than an SCCT-only intervention among a group of eighth-grade students ( n = 94). Results of the study indicated both intervention conditions were associated with increases in health-care career (HC) and math/science (MS) interests among the participants. Results also demonstrated that gains in HC interests (HCIs) were associated with intervention conditions: students in the SCCT + SPD condition only reported statistically significant gains in HCIs. The study found no statistically significant interaction effects between ethnicity and condition on any of the outcome variables. Results suggest limited support for the effectiveness of SPD-infused SCCT interventions and that more research is needed to better understand how rural students can benefit from SCCT/SPD-based career interventions.

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This paper introduces the key concept ‘academobilities’ as an addition to the growing collection of keywords of mobility studies. Situating academobilities within
the tradition of keywords will allow scholars across disciplines to refer to it as a
tool that can be used in their own research. Academobilities is a two-fold concept. First, it calls into question the culture surrounding academia by examining the specific ways information is transported and communicated to the public, critically examining power structures, inclusions, and exclusions. The second way in which academobilities can be employed is to examine the interconnected relationship between the academy and mobility; academia is dependent upon mobility. This paper introduces academobilities as a key concept that scholars can adopt and apply
in unique ways that move beyond this two-fold understanding. Scholars across disciplines can certainly add fruitful theoretical underpinnings to academobilities, andto do so is encouraged. Understandings of key concepts change and fluctuate over
time (Williams 1976) to address our ever-changing society. The goal of writing this paper is to identify a starting point from which scholars of all disciplines can leap.

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