First-Generation College Graduates: A Phenomenological Exploration of Their Transition Experiences into the Corporate Sector

Autor/inn/en	Hirudayaraj, Malar; McLean, Gary N.
Titel	First-Generation College Graduates: A Phenomenological Exploration of Their Transition Experiences into the Corporate Sector
Quelle	In: European Journal of Training and Development, 42 (2018) 1-2, S.91-109 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-06-2017-0055
Schlagwörter	First Generation College Students; College Graduates; Phenomenology; Education Work Relationship; Employment Patterns; Private Sector; Career Choice; Decision Making; Knowledge Level; Organizational Culture; Expectation; Career Readiness; Entry Workers; Longitudinal Studies; Recruitment; Personnel Selection; Equal Opportunities (Jobs); Interviews + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Phenomenological psychology; Phänomenologie; Psychologie; Beschäftigungsstruktur; Privater Sektor; Decision-making; Entscheidungsfindung; Wissensbasis; Unternehmenskultur; Expectancy; Erwartung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Recruiting; Rekrutierung; Personalauswahl; Personalentscheidung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Interviewing; Interviewtechnik
Abstract	Purpose: The purpose of this paper is to investigate the experiences of first-generation college graduates in the USA, as they transitioned from higher education into employment in the private sector. First-generation college graduates are from families in which neither parent had a bachelor's degree. Design/methodology/approach: This paper used phenomenology to gain an understanding of the transition experiences of first-generation college graduates employed within the corporate sector. Findings: First-generation status influences the experiences of students beyond college and limits their awareness of and access to graduate employment. Lack of college education in the family affects the graduates' career decision-making, familiarity with corporate culture and expectations, preparedness for the corporate sector and restricted access to people with the ability to ease their entry into the sector. These translate into transition outcomes such as starting at entry-level positions not requiring a college degree, delayed access to graduate-level positions, having to engage intentionally in additional efforts to reach graduate-level positions and potential to be discriminated against during the recruitment process, albeit unintentionally. Research limitations/implications: Is first-generation status yet another structural contextual factor that influences career decision self-efficacy? Is the influence of FG status common across sectors? Longitudinal studies need to be conducted across sectors, regions and countries. Practical implications: There is a need to sensitize faculty and career service staff to career-related challenges of first-generation students and for programs and policies that increase awareness of these students regarding professional environments and expectations. There are social justice implications for recruitment strategies and overcoming discrimination. Originality/value: This paper explored first-generation college graduates' experiences, an issue hitherto not explored in depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01