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Assessing Postsecondary Barriers for Rural Appalachian High School Students.

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Bibliographic Details
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]
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Database: Education Research Complete
Description
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]
ISSN:10690727
DOI:10.1177/1069072719845329