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Assessing Postsecondary Barriers for Rural Appalachian High School Students.

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Title: Assessing Postsecondary Barriers for Rural Appalachian High School Students.
Authors: Gibbons, Melinda M.1 (AUTHOR) mgibbon2@utk.edu, Taylor, Anna Lora2 (AUTHOR), Brown, Emily3 (AUTHOR), Daniels, Stephanie K.1 (AUTHOR), Hardin, Erin E.1 (AUTHOR), Manring, Sam1 (AUTHOR)
Source: Journal of Career Assessment. Feb2020, Vol. 28 Issue 1, p165-181. 17p.
Subject Terms: *Rural schools, *High school students, *Cultural values, *Career education, Social cognitive theory
Geographic Terms: Appalachian Region
Abstract: Social cognitive career theory indicates that perceived barriers negatively affect career and educational self-efficacy beliefs and may also impact interests, goals, and actions. However, measurement of barriers has produced mixed results, and few quantitative studies explore the perceived barriers of rural Appalachian students. In this series of studies, we explored the perceived educational and career barriers of rural Appalachian high school students. Our goal was to identify perceived barriers, but as initial results were analyzed, we then shifted to how best to measure barriers and how culture impacted the reporting of barriers by rural Appalachian students. The results of our mixed-method series of studies offer ideas on how cultural values and beliefs may skew reporting of contextual influences on career and education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Career Assessment is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Assessing Postsecondary Barriers for Rural Appalachian High School Students.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Career+Assessment%22">Journal of Career Assessment</searchLink>. Feb2020, Vol. 28 Issue 1, p165-181. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Rural+schools%22">Rural schools</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+values%22">Cultural values</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+education%22">Career education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink>
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  Data: Social cognitive career theory indicates that perceived barriers negatively affect career and educational self-efficacy beliefs and may also impact interests, goals, and actions. However, measurement of barriers has produced mixed results, and few quantitative studies explore the perceived barriers of rural Appalachian students. In this series of studies, we explored the perceived educational and career barriers of rural Appalachian high school students. Our goal was to identify perceived barriers, but as initial results were analyzed, we then shifted to how best to measure barriers and how culture impacted the reporting of barriers by rural Appalachian students. The results of our mixed-method series of studies offer ideas on how cultural values and beliefs may skew reporting of contextual influences on career and education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Career Assessment is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1069072719845329
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        Text: English
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        PageCount: 17
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      – SubjectFull: Rural schools
        Type: general
      – SubjectFull: High school students
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      – SubjectFull: Cultural values
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              Text: Feb2020
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