Using Photovoice to Bring Career into a New Focus for First-Generation College Students

Abstract

This study examines how first-generation, low-income college students make meaning of their career development process during their first year of college. Photovoice was employed to collect visual data and accompanying narrative texts providing a rich data set created by students during their transition to college. Four findings emerged from this participatory action method where students captured important aspects of their career development process: (a) extrinsic and intrinsic motivators, (b) struggles, (c) agent of change, and (d) envisioning the future. This study deepens our understanding of how the intersection of students’ individual identities, contexts, and motivations can inform praxis and allow them translate their particular assets toward career meaning-making. Systems theory and photovoice together served as useful lenses from which to unpack these identities in this study.

Exploration of career decidedness in third year first-generation undergraduate students at a small private Midwest college

“…Similarly, a greater understanding about FG students' pathways to career discernment and clarity may in turn identify the skills, assets, and/or contribute to their own greater awareness of current opportunity gaps, and therefore identify how they might become a part of addressing such gaps. Finally, this focus on the influences that affected FG students' career decidedness is valuable as many agree the academic and career outcomes attained through higher education are a central means to build upward mobility, and in return, help individuals progress economically, developmentally, and also have a greater impact on their home community (Hinz, 2016;Jehangir, Telles, & Deenanath, 2020;Parks-Yancy, 2012;Stephens, et al, 2012;Yosso, 2005). In the context of this study, therefore, the exploration of these career decision influencers may also present greater insight into the opportunities that effectively build social capital for a population that has consistently struggled to become upwardly mobile (Gibbons & Shoffner, 2004;Hinz, 2016;Parks-Yancy, 2012;Yosso, 2005).…”

“…Beyond the participants themselves, the study may have benefit for other FG students in similar settings, as well as garner interest of other key stakeholders, such as employers, and those outside higher education who desire to increase their knowledge to promote FG student career success. It is also important to consider FG parents and family members as beneficiaries of this work, given the extensive references in the literature that identified them as significant influencers in FG students' overall college experience (Datu, 2013;Grier-Reed & Ganuza, 2012;Jehangir, Telles, & Deenanath, 2020;Lacour & Tissington, 2011;Means, et al, 2016;Tate, 2015;Parks-Yancy, 2012;Risco & Duffy, 2011;Wurster, Rinaldi, Woods, & Liu, 2012).…”

“…Similarly, researchers have been exploring the career development experiences of undergraduate students for over a century, particularly with an aim to equip and graduate students prepared to address ever-evolving regional, national, and international workforce needs (Tate, et al, 2015;Vinson, Reardon, & Bertoch, 2014). A noticeable gap in both these strands of research, however, reflects fewer studies designed to examine career development patterns and career decidedness among first-generation (FG) students (Engle & Tinto, 2014;Garriott, 2020;Gibbons & Shoffner, 2004;Hinz, 2016;Jehangir, Telles, & Deenanath, 2020;Means, et al, 2016;Pascarella, et al, 2004;Soria & Stebleton, 2012;Tate, et al, 2015). This is a perplexing gap in the research given the increasing pressure on higher education institutions to produce greater numbers of credentialed individuals to address shortfalls in national and global workforce needs (Lumina, 2013).…”

“…FG students have also been found to possess a strong sense of independence and a unique ability to make their own way across different circumstances and environments (Gasser, 2013;Grant-Vallone, et al, 2004;Garriott, 2020;Means, et al, 2016;Raque-Bogdan & Lucas, 2016;Tate, et al, 2015). Moreover, FG students routinely position themselves and become some of the strongest mentors and roles models in and outside the campus environment as they demonstrate strong pride, perseverance, and achievement to overcome obstacles (Jehangir, Telles, & Deenanath, 2020;Orbe, 2007;Tate, et al, 2015;Wright, 2013).…”

“…While there were different influencers that contributed to participants early major, career, and vocational curiosities, (such as teachers, care-givers, or mentors in leadership programs), the most impactful voice was that of family. Concurrent with the literature, study participants seized opportunities to meet and/or exceed family interests and expectations of them, particularly as they determined their personal and career goals (Jehangir, Telles, & Deenanath, 2020;Tate, et al, 2016;Wheeler, 2016).…”