ALAS: An Intervention to Promote Career Development among Latina/o Immigrant High School Students

Autor/inn/en	McWhirter, Ellen Hawley; Rojas-Araúz, Bryan O.; Ortega, Robert; Combs, Darien; Cendejas, Christina; McWhirter, Benedict T.
Titel	ALAS: An Intervention to Promote Career Development among Latina/o Immigrant High School Students
Quelle	In: Journal of Career Development, 46 (2019) 6, S.608-622 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McWhirter, Ellen Hawley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845319828543
Schlagwörter	Intervention; Career Development; Hispanic American Students; High School Students; Immigrants; Dropout Prevention; Academic Achievement; College Readiness; Career Readiness; Critical Theory; Consciousness Raising; Self Efficacy; Learner Engagement; Program Effectiveness; After School Programs; Program Development; English Language Learners; Advocacy; Cultural Awareness; Oregon + Suchen Sie Ihr Suchwort? Berufsentwicklung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Immigrant; Immigrantin; Immigranten; Schulleistung; Kritische Theorie; Bewusstseinsbildung; Self-efficacy; Selbstwirksamkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programmplanung; Sozialanwaltschaft; Cultural identity; Kulturelle Identität
Abstract	This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students' career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01