Journal article
Project HOPE: Sociopolitical Development and SCCT Beliefs of Latinx and White Rural Middle School Students
Journal of career development, Vol.46(4), pp.410-424
08/01/2019
DOI: 10.1177/0894845319832973
Abstract
This quasi-experimental investigation tested whether adding a sociopolitical development (SPD) component to a social cognitive career theory-based (SCCT) career intervention program, Project health-care opportunities, preparation, and exploration (HOPE), was more effective than an SCCT-only intervention among a group of eighth-grade students (n = 94). Results of the study indicated both intervention conditions were associated with increases in health-care career (HC) and math/science (MS) interests among the participants. Results also demonstrated that gains in HC interests (HCIs) were associated with intervention conditions: students in the SCCT thorn SPD condition only reported statistically significant gains in HCIs. The study found no statistically significant interaction effects between ethnicity and condition on any of the outcome variables. Results suggest limited support for the effectiveness of SPD-infused SCCT interventions and that more research is needed to better understand how rural students can benefit from SCCT/SPD-based career interventions.
Details
- Title: Subtitle
- Project HOPE: Sociopolitical Development and SCCT Beliefs of Latinx and White Rural Middle School Students
- Creators
- Saba Rasheed Ali - University of IowaAurora Pham - University of IowaYunkyoung Loh Garrison - University of IowaSamantha D. Brown - Univ Iowa, Counseling Psychol Program, Iowa City, IA USA
- Resource Type
- Journal article
- Publication Details
- Journal of career development, Vol.46(4), pp.410-424
- Publisher
- SAGE Publications
- DOI
- 10.1177/0894845319832973
- ISSN
- 0894-8453
- eISSN
- 1556-0856
- Number of pages
- 15
- Grant note
- Iowa Measurement Research Fund John Deere Foundation
- Language
- English
- Date published
- 08/01/2019
- Academic Unit
- Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984371077702771
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