A Qualitative Study of the Dislocated Working Class

Abstract

This qualitative study examines factors that influence the career decisions of dislocated workers. The research focuses on individuals identified as working class, as this group has been relatively ignored in past research compared to individuals from higher socioeconomic statuses. Participants include 13 individuals (10 females and 3 males) ranging in age from 42 to 65 years. A total of 12 participants were identified as European American and 1 identified as African American. Participants' reported average incomes ranged from $21,000 to $60,000 per year. A consensual qualitative research approach was used to collect and analyze the data. Four major domains emerged, highlighting the importance of individual characteristics, the influence of others, developmental history, and decision-making processes in the career development of this particular sample. Results from the study highlighted the resilience and hopefulness of participants, despite the various barriers they encountered.

Exploring the Influence of Culture on Career Through the Career-in-Culture Interview

“…In general, it seems that exposure to a variety of careers is important for individuals of all backgrounds. These findings relate to those of Fouad et al (), who interviewed dislocated workers and noted that most mentioned their parents' occupations as related to their own career choices. Most also described how their level of parental support directly influenced their career decisions.…”

“…Levine and Sutherland () interviewed young adults about the educational expectations of their parents and learned that those who left school described their parents as passive, uninterested, or negative about their education. Fouad et al () noted that some dislocated workers discussed educational barriers and lack of educational advising as related to career struggles. Inquiring about cultural background may be one way to elicit this information more broadly than simply asking about school experiences.…”

Career Aspirations Among Youth in Manipur: Studying the Barriers to Aspiration in a Conflict Region

“…Frequencies were also noted to show how frequently each subtheme came up during the discussion. The final themes and subthemes are discussed ahead and frequency of prevalence denoted as General applies to all the participants, Typical applies to half of the participants, and Variant applies to less than half/few (Fouad et al, 2012).…”

Teaching Social Justice in Counseling Psychology

“…Social justice and multicultural domains addressed within the course through readings, discussion, exercises, and assignments include the psychology of working perspective, which focuses on people with little work volition (e.g., Blustein, 2006;Blustein et al, 2005;Gainor, 2005;Juntunen, 2006); social class issues, welfare, and unemployment (e.g., Ali, Fall, & Hoffman, 2013;Blustein, Kozan, & Connors-Kellgren, 2013;Diemer & Ali, 2009;Fouad et al, 2012;Juntunen et al, 2006;Liu & Ali, 2005); gender or relational issues (e.g., Cook, Heppner, & O'Brien, 2002;Fassinger, 2008;Fassinger & Gallor, 2006;Motulsky, 2010;Richardson, 2012;Schultheiss, 2006Schultheiss, , 2009; LGBTQ issues, especially the work barriers and needs of transgender individuals (e.g., Budge, Tebbe, & Howard, 2010;Levitt & Ippolito, 2014;O'Neil, McWhirter, & Cerezo, 2008;Parnell, Lease, & Green, 2012;Pepper & Lorah, 2008); and multicultural marginalization and barriers (e.g., Arthur & Collins, 2011;Byars-Winston, 2010;Byars-Winston & Fouad, 2006;Leong, 2010;Yakushko, Backhaus, Watson, Ngaruiya, & Gonzalez, 2008). Students typically have not been exposed to these topics and respond with enthusiasm and engagement.…”