Social Cognitive Career Theory from Theory to Practice: A Model for STEM Career Development for Justice-Involved Learners
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| Title: | Social Cognitive Career Theory from Theory to Practice: A Model for STEM Career Development for Justice-Involved Learners |
|---|---|
| Language: | English |
| Authors: | Heather Griller Clark, Ally Hunter, Annee Grayson, Michael Krezmien, Sarup R. Mathur, Clayton Hall, Karen Sutter-Lorson |
| Source: | Journal of Correctional Education. 2024 75(1):68-90. |
| Availability: | Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Social Cognition, Careers, STEM Careers, Career Development, Juvenile Justice, Self Efficacy, Computer Mediated Communication, Tablet Computers, Career Readiness |
| ISSN: | 0022-0159 0740-2708 |
| Abstract: | Improving the transition and reentry success of youth involved in the juvenile justice system requires comprehensive career development that offers access and exposure to real-world careers, builds self-efficacy, and provides instruction in skills and competencies aligned with labor market needs. This paper describes a STEM (science, technology, engineering, math) specific model of career development that uses the tenants of Social Cognitive Career Theory (SCCT) to enhance STEM self-efficacy, career goals, and outcome expectations for justice-involved learners. Using design-based research (DBR), the curriculum was developed to provide instruction and virtual STEM career exploration and employment activities in a tablet-based Universal Design for Learning (UDL) framework. Examples of student work are provided alongside teacher and researcher interpretations of student learning and visible SCCT constructs. Implications for practitioners to enhance the career readiness and employment success of justice-involved learners are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://ceanational.org/journal |
| Accession Number: | EJ1416973 |
| Database: | ERIC |
| Abstract: | Improving the transition and reentry success of youth involved in the juvenile justice system requires comprehensive career development that offers access and exposure to real-world careers, builds self-efficacy, and provides instruction in skills and competencies aligned with labor market needs. This paper describes a STEM (science, technology, engineering, math) specific model of career development that uses the tenants of Social Cognitive Career Theory (SCCT) to enhance STEM self-efficacy, career goals, and outcome expectations for justice-involved learners. Using design-based research (DBR), the curriculum was developed to provide instruction and virtual STEM career exploration and employment activities in a tablet-based Universal Design for Learning (UDL) framework. Examples of student work are provided alongside teacher and researcher interpretations of student learning and visible SCCT constructs. Implications for practitioners to enhance the career readiness and employment success of justice-involved learners are offered. |
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| ISSN: | 0022-0159 0740-2708 |
