Breaking down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color

Autor/inn/en	Rutledge, Marsha L.; Gnilka, Philip B.
Titel	Breaking down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
Quelle	In: Journal of College Access, 7 (2022) 1, S.72-98, Artikel 7 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Career Development; Culturally Relevant Education; Intervention; Minority Group Students; Females; Race; Barriers; Professional Identity; Racial Discrimination; Gender Discrimination; Social Justice; Advocacy; School Counselors; After School Programs; Career Exploration; Leadership; Self Efficacy; Student Motivation; Learner Engagement; Career Choice; Middle School Students; Ethnicity; Self Concept Measures; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Berufsentwicklung; Weibliches Geschlecht; Rasse; Abstammung; Racial bias; Rassismus; Soziale Gerechtigkeit; Sozialanwaltschaft; School counselor; Beratungslehrer; Pädagogischer Berater; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Berufserkundung; Führung; Führungsposition; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ethnizität
Abstract	Career development and professional identity remain critical areas that need addressing for young girls of color. Currently, racial-ethnic minorities continue to face disparities educationally and economically. Girls of color, in particular, are subjected to "double jeopardy" as they navigate a world still ridden with racial and gender discrimination. These barriers and other social and environmental factors have negatively impacted career self-efficacy, resulting in a lack of appropriate career decision-making. Through a lens of social justice and advocacy, school counselors can act as an ally and provide culturally appropriate interventions that address these issues. Career interventions based on the specific needs of racially minoritized students are necessary to reduce opportunity gaps and increase career options. This article explores the impact on career-related variables resulting from participation in a culturally responsive career development program. FLAME, a fifteen-week after-school program, was designed and implemented to foster growth and development in career exploration and leadership as well as career decision-making self-efficacy. Results provide initial support in suggesting that culturally responsive career development programs impact the career development of minority girls, especially in the areas of student motivation and engagement and perceived career barriers. (As Provided).
Anmerkungen	Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01