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The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes

Sampson, Adrienne V
http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368

Abstract Details

2016, Doctor of Philosophy, University of Akron, Counseling Psychology.
First-generation college students (FGCS) do not have primary caregivers with a bachelor’s degree. This identity contributes above and beyond other background factors in predicting outcomes (Gibbons & Borders, 2010). This study aimed to identify specific supports and barriers that affect the career decision process for this population and add to the dearth of research in this area. Social Cognitive Career Theory (Lent et al., 1994), which accounts for contextual factors, was used as a lens in the current study. Population-relevant supports and barriers such as social status, experiences with classism, parental support, and role model influence were identified as especially relevant for the career development process of first-generation college students (Gibbons & Borders, 2010; Lent et al., 2002; Olson, 2014). Coping efficacy was hypothesized as a mediator between the supports and barriers and vocational outcomes (i.e., career decision self-efficacy and career indecision). Data from a national sample of 251 ethnically and socioeconomically diverse FGCS yielded significant correlational findings. Social status was positively correlated with perceived parental support, supportive role model influence, and career decision self-efficacy and negatively correlated with experiences with classism and career indecision. Experiences with classism were negatively related with career decision self-efficacy and positively correlated with career indecision. Perceived parental support and supportive role model influence were both positively correlated with career decision self-efficacy, however, they lacked significant relationships with career indecision. A path analysis revealed that the hypothesized model was not supported by the data. Exploratory analyses guided by theory, however, yielded a model that was a good fit for the data. Significant indirect effects were found within the best fitting model, with social status and coping efficacy serving as full mediators in the relationship between supports and barriers (i.e., experiences with classism, supportive role model influence, perceived parental support) and vocational outcomes (i.e., career decision self-efficacy, career indecision). Results added to the discussion on the placement of social status, supports, and barriers within the SCCT model. Findings also contributed by identifying points of intervention within educational and clinical contexts that could be used to promote the career development process of first-generation college students.
Linda Subich, PhD (Advisor)
David Tokar, PhD (Committee Member)
Suzette Speight, PhD (Committee Member)
Ingrid Weigold, PhD (Committee Member)
Paul Hartung, PhD (Committee Member)
225 p.
Counseling Psychology
first-generation college student; social status; social class; differential status identity; barriers; classism; parental support; role model; coping efficacy; career decision self-efficacy; career indecision; social cognitive career theory

Recommended Citations

Citations

  • Sampson, A. V. (2016). The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368

    APA Style (7th edition)

  • Sampson, Adrienne. The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes. 2016. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368.

    MLA Style (8th edition)

  • Sampson, Adrienne. "The Role of Supports, Barriers and Coping Efficacy in First-Generation College Students' Career Decision Outcomes." Doctoral dissertation, University of Akron, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1479082516296368

    Chicago Manual of Style (17th edition)

akron1479082516296368
934
© 2016, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.
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