Literaturnachweis - Detailanzeige
| Autor/inn/en | Haynes, Nia A.; Jacobson, Susan |
|---|---|
| Titel | Barriers and Perceptions of Natural Resource Careers by Minority Students |
| Quelle | In: Journal of Environmental Education, 46 (2015) 3, S.166-182 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0095-8964 |
| DOI | 10.1080/00958964.2015.1011595 |
| Schlagwörter | Minority Group Students; Natural Resources; Environmental Education; Barriers; Outdoor Education; Recreational Activities; Guidelines; Social Cognition; Social Theories; Liberal Arts; Comparative Analysis; Student Attitudes; Racial Discrimination; Ethnic Groups; Focus Groups; Career Choice; Disproportionate Representation; Job Satisfaction; Family Relationship; Majors (Students); Semi Structured Interviews; Undergraduate Students; Florida |
| Abstract | Using a framework based on social cognitive career theory, we conducted 38 interviews and four focus groups with college students to identify motivations and barriers faced by underrepresented groups to natural resource careers. Interviews revealed career satisfaction as the most important goal for both natural resource and a comparison of liberal arts students. School difficulty and outsider perceptions were barriers for both groups. Natural resource students faced family pressure to pursue other careers. Focus groups with natural resource students using Q methodology revealed participation in outdoor recreation, exposure to nature-related media, and witnessing environmental degradation as important influences. Barriers included perceptions of ethnic/racial discrimination, financial pressures, and lack of confidence. Results may help academia and agencies better address motivations and barriers to natural resource careers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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