Contributions of Social Status and Family Support to College Students’ Career Decision Self-Efficacy and Outcome Expectations

Metheny, Jennifer; McWhirter, Ellen Hawley

doi:10.1177/1069072712475164

Cited by 139 publications

(126 citation statements)

References 63 publications

(110 reference statements)

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“…A sample item from the instrument is "I have control over my career decisions." This instrument was tested with a sample of 270 undergraduate students from Pacific Northwest and the East Coast and had a Cronbach's alpha of .93 (Metheny & McWhirter, 2013). The alpha values for the present sample were α = .92 for pretest and α = .90 for posttest (see Table 8).…”

Section: Vocational Outcome Expectations -Revised (Voe-r; Mcwhirter Andmentioning

confidence: 89%

Motivational enhancement career intervention for youth with disabilities

Sheftel

2014

Advances in School Mental Health Promotion

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Section: Vocational Outcome Expectations -Revised (Voe-r; Mcwhirter Andmentioning

confidence: 89%

Motivational enhancement career intervention for youth with disabilities

Sheftel

2014

Advances in School Mental Health Promotion

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“…Additionally, other family members and a parent or guardian were other agents that increased both belongingness to major and class. Metheney & McWhirter found that familial support for college increased the student's perceived social status, even for students (typically FGS) with low Social Economic Status (SES) 37 . Since college is a higher social status institution, family help fosters belongingness for all students, both CGS and FGS.…”

Section: Belongingnessmentioning

confidence: 99%

First Generation Students Identification with and Feelings of Belongingness in Engineering

Boone¹,

Kirn²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Abstract:This research paper investigates how engineering students overcome difficulties in engineering through development of an engineering identity, belongingness and social capital with a focus on first generation students (FGS). FGS research often draws comparisons to continuing generation students (CGS) and depicts FGS as weaker students and having difficulty reaching graduation. Difficulties include limited study skills, difficulty meeting admission requirements, personal responsibility of tuition, need for employment, and familial relationships. Research demonstrates FGS "struggle", but little literature examines FGS success persisting to degree attainment. Social capital was chosen as it is a prevalent factor of FGS success while identity and belongingness may relate to students' levels of social capital.FGS is defined as an individual whose parents have not attained a four year bachelor's degree. Upper division students were selected as these students have persisted past traditional engineering barriers and may have developed identity and feelings of belongingness. A required communications class for engineers at a western land grant institution was surveyed using 106 Likert-type, matrix, and modified dichotomous items to understand the student's social capital, experience, identity, and belongingness (n=202, 96% response rate). Analysis showed that being a FGS predicted higher belongingness to engineering major and class. It was also found that FGS had similar engineering identity, motivations toward engineering, experiences in engineering, and social capital provided by their social networks when compared to CGS students. FGS had a more positive opinion on experiences tied to the engineering classroom because they thought their professors gave them encouragement to think creatively, did not go through material too fast, and were happy with their class size when compared to CGS students. FGS did not have as many resources provided by their family/guardian but this could contribute to their differing views of their engineering experience.

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“…Zum einen kann dieser Status einen direkten Einfluss auf den Bildungserfolg haben, wenn beispielsweise eine bessere finanzielle Ausstattung die Anschaffung teurer Lernmaterialien ermöglicht (Metheny/McWhirter 2013). Dadurch kann die als erreichbar angesehene Statushöhe eines möglichen Berufes steigen.…”

Section: Interaktion Mit Dem Sozio-ökonomischen Status Der Elternunclassified

“…Die Beziehungs-und Strukturmerkmale wirken hierbei nicht losgelöst voneinander, sondern beeinflussen sich wechselseitig (Whiston/Keller 2004;Metheny/McWhirter 2013). Ein zentrales Strukturmerkmal der Familie ist der sozio-ökonomische Status des Berufs der Eltern, der mit dem angestrebten Status des Berufs der Kinder korreliert.…”

Section: Introductionunclassified

“…Der sozio-öko-nomische Status des Berufs der Eltern kann demnach einen Einfluss darauf haben, inwieweit die Eltern als (Rollen-)Vorbild wahrgenommen werden. Gerade wenn die Unterstüt-zung durch die Eltern hoch ist, kann angenommen werden, dass sich ihre Vorbildfunktion bei der beruflichen Orientierung verstärkt (Metheny/McWhirter 2013). Auch hier ist jedoch ein Defizit an empirischen Studien festzustellen (Whiston/Keller 2004).…”

Section: Introductionunclassified

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Berufliche Aspirationen von Jugendlichen als Ergebnis geschlechtsspezifischer elterlicher Ungleichbehandlung

Pruisken¹,

Golsch²,

Diewald³

2016

JFamRes

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With the focus on gender inequalities within families, we examine the influence of supportive parenting on the socio-economic status of the desired occupation of adolescents. On the basis of theories and findings of gender-specific socialization research, we examine whether the effect of supportive parenting differs between the four gender-specific parent-child dyads and what consequences a differential parental treatment of siblings has. We examine these topics with the youth dataset of the German Socio-Economic Panel (2001-2013). Using multivariate regression models, we find that in particular the support of the father is relevant for the development of the occupational aspirations. A stronger support from the father, as compared to the mother, has a positive influence especially for young men, whereas women have higher occupational aspirations when both parents provide equal support. With sibling-fixed-effects models, we show that the effect of differential parental treatment of siblings is particular relevant for same-sex siblings. Zusammenfassung Mit Blick auf geschlechtsspezifische Ungleichheiten innerhalb von Familien untersuchen wir den Einfluss von unterstützendem Erziehungsverhalten auf den sozio-ökonomischen Status des angestrebten Berufs von Jugendlichen. Ausgehend von Theorien und Erkenntnissen geschlechtsspezifischer Sozialisationsforschung prüfen wir, ob sich der Einfluss der unterstützenden Erziehung in den vier geschlechtsspezifischen Eltern-Kind-Dyaden unterscheidet und wie sich eine Ungleichbehandlung von Geschwistern durch die Eltern auswirkt. Als Datengrundlage verwenden wir die Jugend- Daten des Sozio-oekonomischen Panels (2001- 2013). Mit Hilfe multivariater Regressionsmodelle zeigen wir, dass insbesondere die Unterstützung des Vaters für die Entwicklung der beruflichen Ziele relevant ist. Jungen profitieren zudem davon, wenn sich der Vater stärker engagiert als die Mutter, wobei es sich für Frauen positiv auswirkt, wenn sich beide Eltern gleichermaßen in der Unterstützung des Kindes engagieren. Der Effekt der Ungleichbehandlung von Geschwistern zeigt sich in Geschwister Fixed-Effects-Modellen insbesondere bei gleichgeschlechtlichen Geschwistern.

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Contributions of Social Status and Family Support to College Students’ Career Decision Self-Efficacy and Outcome Expectations

Cited by 139 publications

References 63 publications

Motivational enhancement career intervention for youth with disabilities

Motivational enhancement career intervention for youth with disabilities

First Generation Students Identification with and Feelings of Belongingness in Engineering

Berufliche Aspirationen von Jugendlichen als Ergebnis geschlechtsspezifischer elterlicher Ungleichbehandlung

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