Career and College Planning Needs of Ninth Graders— as Reported by Ninth Graders

Gibbons, Melinda M.; Borders, L. DiAnne; Wiles, Mark E.; Stephan, Julie B.; Davis, Patrick E.

doi:10.5330/prsc.10.2.vj457656056x55w7

Cited by 34 publications

(21 citation statements)

References 18 publications

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“…Many PFGCSs benefit from additional support for college‐going because they are less likely to have had role models, such as relatives, family friends, or other community members, who attended college. Additionally, previous research indicates that PFGCSs, compared with their non–first‐generation peers, tend to rate themselves lower academically and are more likely to endorse plans to enter the workforce directly after high school (Gibbons, Borders, Wiles, Stephan, & Davis, 2006). Furthermore, FGCSs demonstrate lower educational expectations and aspirations and are less likely to choose a STEMM major (Chen, 2005) than students whose parents attended college.…”

Section: Rural Appalachian Studentsmentioning

confidence: 99%

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

Rosecrance

Graham

Manring

et al. 2019

The Career Development Quart

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The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.

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Section: Rural Appalachian Studentsmentioning

confidence: 99%

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

Rosecrance

Graham

Manring

et al. 2019

The Career Development Quart

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show abstract

“…First‐generation college students, defined as those whose parents lack post‐secondary education or training, often attend college to honor the family or to pursue future financial success (Bui, ). These students often rate themselves lower academically (Gibbons, Borders, Wiles, Stephan, & Davis, ), perceive more barriers to going to college (Gibbons & Borders, ), and have less math and science experience (Horn & Nunez, ) than their peers.…”

Section: First‐generation College Studentsmentioning

confidence: 99%

Addressing the Needs of First‐Generation College Students: Lessons Learned From Adults From Low‐Education Families

Gibbons

Woodside

2014

J of College Counseling

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The fact that 1st-generation college students have lower retention rates than their peers and confront barriers hindering college success is well known. However, less information exists about the effect that 1st-generation college status has after college completion. In this qualitative study, the career development experiences of adults from families without college education were examined. Three themes were identified: the role of the father, expectations about career, and expectations about college. Implications for college counselors are provided.

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“…Finally, given the disparity between those who want to attend college and those who actually go on to attend (BLS, 2019), a well-validated measure of actual college-planning behaviors would allow school counselors and others to better distinguish between aspirations and planning behaviors. A framework for developing such a measure is discussed in Gibbons and colleagues’ (2006) article, which addresses factors important to the college-planning process such as college exploration or research, finances associated with college, and college-going social support. These, combined with general college-planning checklists, may lead the way toward a measure of college-planning behaviors.…”

Section: College-planning Goals Versus College-planning Behaviorsmentioning

confidence: 99%

Validation of the College Planning Behaviors Scale

Cook

Hardin

Gibbons

et al. 2021

Professional School Counseling

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College preparation is an important topic in the educational attainment of high school students. Much of the research on college planning focuses on the importance and timing of preparing for postsecondary education; however, little research has explored the steps students actually take while preparing for college. The current study utilized the Social Cognitive Career Theory (SCCT) framework to create a validated measure to assess choice behavior. The purpose of the current study was to create a validated measure for choice actions that could be used with diverse student groups. The measure was found to demonstrate good reliability and validity in this population, providing strong internal consistency and construct validity. Further, these findings support college-planning behaviors’ linkage to barriers, college-going self-efficacy, and college outcome expectations (COE).

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Career and College Planning Needs of Ninth Graders— as Reported by Ninth Graders

Cited by 34 publications

References 18 publications

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

Addressing the Needs of First‐Generation College Students: Lessons Learned From Adults From Low‐Education Families

Validation of the College Planning Behaviors Scale

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