Dissertation
Systemic Concerns with Career and College Readiness in a Rural High School
University of Iowa
Doctor of Education, University of Iowa
Spring 2024
DOI: 10.25820/etd.007662
Abstract
This qualitative study examined how one small, rural high school prepares its students to be ready for career and college through the lens of social cognitive career theory. The intention was to identify then address the common barriers students face in creating and implementing immediate postsecondary plans. The study sought to answer the following research questions:
1) Does Knittingham High School have a culture that encourages and supports postsecondary education for all students?
2) How do Knittingham High School’s certified staff members prepare and support students for postsecondary education and entry into the workforce?
“Career and college readiness,” a term used interchangeably with “postsecondary readiness” in this setting, is widely understood to be a combination of cognitive and noncognitive factors, but a precise definition remains elusive. This and topics germane to the setting are identified and explored.
Semi-structured interviews with former students who pursued different pathways after graduation, teachers of differing lengths of service and subject areas, and the building administrator are a primary source of information used to address the research questions. Additionally, records of regularly conducted school activities, such as professional development activities, senior exit survey responses, and notes and activities of the district team that coordinates postsecondary readiness efforts offer additional insight into certified staff members’ understanding of career and college readiness.
This study revealed systemic weaknesses that need to be addressed as Knittingham High School’s certified staff members support students on their journeys to postsecondary success.
Details
- Title: Subtitle
- Systemic Concerns with Career and College Readiness in a Rural High School
- Creators
- Melissa A Murphy - University of Iowa
- Contributors
- Mark Hopkins (Chair) - University of IowaDavid Duys (Committee Member) - University of IowaSteve Murley (Committee Member) - University of IowaBrooke Strahn-Kohler (Committee Member) - University of Iowa
- Resource Type
- Dissertation
- Project Type
- Dissertation in Practice
- Degree Awarded
- Doctor of Education, University of Iowa
- Degree in
- Educational Policy and Leadership Studies
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007662
- Number of pages
- 147 pages
- Copyright
- Copyright © Melissa A Murphy
- Language
- English
- Academic Unit
- Educational Policy and Leadership Studies; Education Doctorate Dissertation in Practice
- Record Identifier
- 9984635134102771
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