Document Type
Article
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.
Publication Date
1-1-2020
Publication Title
Journal of Career Assessment
Rights
CC-BY-NC
Volume
28
Issue
1
DOI
https://doi.org/10.1177/1069072719845329
Recommended Citation
Gibbons, Melinda; Taylor, Anna; Brown, Emily; Daniels, Stephanie; Hardin, Erin; and Manring, Sam, "Assessing Postsecondary Barriers for Rural Appalachian High School Students" (2020). Education Sciences and Professional Programs Faculty Works. 21.
DOI: https://doi.org/https://doi.org/10.1177/1069072719845329
Available at:
https://irl.umsl.edu/espp/21