COVID-19: How Will Historically Underrepresented Groups Fair in the Job Market?

Abstract

The inability of college students to traditionally interact with post-secondary personnel might have unintended limitations on career readiness and post-graduation outcomes. Novel Coronavirus (COVID-19) persists as a healthcare concern; however, it has and continues to impact various sectors. In higher education, the global pandemic has affected university operations from in-person to virtual based support. However, little is known about the unintended consequences of collegiate support services’ virtual operations, such as career services. This conceptual paper will objectively analyze the potential inequities of the COVID-19 pandemic on job prospects and social capital for students of color. Recommendations for the economic and social factors are discussed. In addition, this paper may contribute to disrupting the overlooked consequences of offering college services remotely.

Applications of Intersectionality Theory to Enhance Career Development Interventions in Response to COVID-19

“…Differences in college and career readiness have been a challenge for secondary students since the pandemic outbreak. Regardless of students’ goals for postsecondary education level or career (e.g., college, school-to-work, trade), COVID-19 disrupted each occupational avenue in some capacity and has affected students’ outlook toward perceived opportunities ( Stanislaus et al, 2021 ). In an investigation observing job-readiness scores among high school graduates, Alam and Parvin (2021) found that students who attended face-to-face teaching prior to the pandemic achieved higher job-readiness scores in comparison to students who utilized online methods during the pandemic.…”

“…Research has shown that the percentage of school counselors’ hours dedicated toward career planning is influenced by their varying responsibilities, including severity of school problems, career planning requirements determined by their schools, and students’ demographic characteristics (e.g., school type, location, SES status; Edwin & Dooley Hussman, 2019 ). As students return to school buildings, career planning should increase and be a higher priority for secondary students, particularly due to the lost opportunities to gain work experience (e.g., internships, apprenticeships, trade work; Stanislaus et al, 2021 ). Work experiences assist youth in practicing technical and social skills and help them develop the ability to visualize themselves in potential careers ( Mann et al, 2020 ).…”