Social Class Fragility and College Students’ Career Decision-Making at a Private University

Abstract

The present study examined the role of social class in the career decision-making of undergraduate students attending a private university. Grounded theory was used to describe the process of social class and undergraduates’ career interests and plans. Interviews with undergraduate students ( N = 21) resulted in four categories and 13 axial codes. The grounded theory emerging from the data was labeled, social class fragility. Social class fragility captured the career goals and behaviors associated with participants’ striving for an acceptable career choice, based upon their social class contexts. The contextual factors described by participants included relational influences, social class consciousness, and vocational privilege. Results are discussed in terms of career interventions with college students attending universities that encapsulate upper middle-class norms.

Expanding influence of social class in leadership development

“…Lapour and Heppner (2009) found high school students from various privileged backgrounds including upper-class felt pressure to succeed in school and only regarded a few career options as acceptable to pursue. Several college students of middle-and upper-class backgrounds in Muzika et al (2019)'s study acknowledge a fear of dropping from their current social class and actively choosing careers that allowed them to retain their current status. Aries and Seider (2007)'s findings show that some students from wealthier backgrounds felt uncomfortable and guilty being affiliated with their social class.…”

“…Several college students of middle‐ and upper‐class backgrounds in Muzika et al. (2019)’s study acknowledge a fear of dropping from their current social class and actively choosing careers that allowed them to retain their current status. Aries and Seider (2007)’s findings show that some students from wealthier backgrounds felt uncomfortable and guilty being affiliated with their social class.…”

“…As students progress in their leadership development, they are acquiring skills, knowledge, and connections. Several chapters discuss social capital and cultural capital, which can play a role in a student's future achievements like college retention, graduation, and job acquisition (Muzika et al., 2019; Sandoval‐Lucero et al., 2014; Wells, 2008).…”

Cenário das publicações científicas em carreira e gênero

“…Estudos de carreira que discutam marcadores de diferença ainda são pouco expressivos na literatura. Contudo, há um movimento recente nas pesquisas internacionais que visa discutir o tema, para além das diferenças entre homens e mulheres em termos de desigualdade salarial, participação no mercado, ascensão profissional (Adamson, 2014;Chopra, 2006;Corsun & Costen, 2001;Fernando & Cohen, 2011;Hirshfield, 2015;Muzika, Hudyma, Garriott, Santiago, & Morse, 2019;Sarti, 2010;Watts, 2009). Nas pesquisas nacionais, há estudos que buscam avançar no conceito de carreira (DeLuca, Rocha-de-Oliveira & Chiesa, 2016; DeLuca & Rocha-de-Oliveira, 2016), apontamentos sobre a importância da discussão de classe em carreiras (Rocha-de-Oliveira & Fraga, 2017) e temas emergentes, como o caso de casais homossexuais de dupla carreira (Fraga, Prestes, Rocha-de-Oliveira, Medeiros & Feijó, 2019).…”

“…Em ambos os estudos o termo gênero refere-se a homens ou mulheres, reforçando o caráter binário que por vezes acompanha o termo (Stolke, 2004). Quanto à carreira, os fatores que interferem nas escolhas profissionais já abordavam situações contextuais que resultam dificuldades ou impossibilidades, como um sistema social que cerceia direta ou indiretamente oportunidades com base em gênero, raça ou classe (Adamson, 2014;Hirshfield, 2015;Mayrhofer, Meyer & Steyrer, 2007;Muzika et al, 2019;Sarti, 2010;Sullivan & Baruch, 2009).…”