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- Title
- THE STUDY AND COMPARISION OF THE LEVEL OF MOTIVATION, ATTRIBUTIONAL STYLE, LOCUS OF CONTROL, AND CAREER INDECISION BETWEEN BLACK AND WHITE NINTH GRADE STUDENTS.
- Creator
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Johnson, Nicola, Hayes, B. Grant, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the difference between Black and White 9th grade suburban students in regard to career indecision and certainty, and to determine what relationship exists between career indecision/certainty, motivational level, locus of control, and attributional style. The sample size of this study was 95 ninth grade students from a Seminole County high school in the state of Florida. Some of the demographic variables taken into account for this study were...
Show moreThe purpose of this study was to investigate the difference between Black and White 9th grade suburban students in regard to career indecision and certainty, and to determine what relationship exists between career indecision/certainty, motivational level, locus of control, and attributional style. The sample size of this study was 95 ninth grade students from a Seminole County high school in the state of Florida. Some of the demographic variables taken into account for this study were student socioeconomic status, involvement in special programming at school (i.e. Exceptional Education, or Advanced Placement), parental education level, and parental occupation. The data in this study was collected through the use of the Career Decision Scale (CDS), Children's Attributional Style Questionnaire-Revised (CASQ-R), Children's Nowicki-Strickland Internal External Locus of Control Scale (CNISE), and the Five Item Polarized Motivation Scale. The results of this study came as a result of the use of an ANOVA and Mann Whitney test, as well as a series of simple linear regression analyses. The ANOVA and Mann Whitney test determined if there was a difference in career indecision/ certainty level based on race. The linear regression analysis compared the variables of career indecision/certainty, motivation level, attributional style, and locus of control to uncover any predictive relationships. Post hoc analyses were also conducted to determine if the variables of motivational level, locus of control, attributional style, and career indecision/certainty are predictors for race. The results of the data indicate that there is no statistical significance between race and career indecision between Black and White students. Also the results uncovered the only predictive relationships among the variables existed between career certainty and motivation, career indecision and attributional style, and locus of control and attributional style. The post hoc analyses uncovered that race cannot be predicted by any of the variables in this study. This study is exploratory in nature and should be replicated with the use of a larger sample size to further explore this phenomenon.
Show less - Date Issued
- 2007
- Identifier
- CFE0001632, ucf:47191
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001632
- Title
- The Influence of a Career Planning STEM Explorations Course on Vocational Maturity, Career Decidedness and Career Thoughts for Undergraduate Students.
- Creator
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Prescod, Diandra, Daire, Andrew, Van Horn, Stacy, Butler, Sylvester, Young, Cynthia, University of Central Florida
- Abstract / Description
-
According to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students...
Show moreAccording to the National Academy of Sciences (NAS), innovation that accompanies careers in science, technology engineering, and math (STEM) create a driving force in the economy and the creation of jobs, yet many positions remain open due to the lack of qualified individuals to fill them (NAS, 2011). Continuing research and innovation proves to be important, yet not enough students graduate with STEM degrees and enter into STEM careers. Career planning courses for undergraduate students increase student confidence about their abilities to make career decisions (Grier-Reed (&) Skaar, 2010: Scott (&) Ciani 2008). Vocational maturity and career decision making skills also improve as a result of these courses (Reese (&) Miller, 2006; Scott (&) Ciani, 2008). Although research provides evidence of the impact of career planning courses that are specific to certain disciplines (Heffner, Macera (&) Cohen, 2006), the need for research exists on examining the role career planning courses have in STEM recruitment and retention. This study aimed to investigate the influence of career development intervention in STEM recruitment and retention efforts by examining career decidedness, career thoughts and vocational maturity. Furthermore, the influence of the class was examined by using demographics such as gender, ethnicity, SAT scores, and algebra math placements scores. The Career Development Inventory (CDI) and Career Thoughts Inventory (CTI) provided measures of career thoughts, career decidedness and vocational maturity for this study. The results provided clarity as to the influence of the career planning course. Vocational maturity and career decidedness increase by the end of the career planning course and negative career thoughts decreased. Implications of the findings include counselor education, career development, practice and future research. In a time when billions of dollars are spent on STEM initiative, the current study provided an economically viable career development STEM initiative. The research reveals millions are dollars invested into updating lab equipment, purchasing new materials for students, and training teachers. The current study utilized a career planning course allowing students to explore their likes, dislikes, and abilities and how the aforementioned are connected to career interests. This study also provides insight into how the STEM effort can more specifically recruit students who will excel in STEM disciplines. ?
Show less - Date Issued
- 2014
- Identifier
- CFE0005232, ucf:50592
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005232
- Title
- A RELATIONSHIP BETWEEN CAREER DECISION AND MOTIVATION TO PERSIST.
- Creator
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Ferguson, Patricia, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
During the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a...
Show moreDuring the past few decades, research on student retention has been primarily focused on the constructs of social integration, lack of financial support and academic under-preparedness (Astin, 1975; Bean & Metzner, 1985; Cabrera, 1993; Pascarella,1982; Tinto, 1975). This study examined the phenomenal occurrence of low retention due to "lack of major and career direction." The Career Decision Scale and the Achievement Motivation Profile assessments were administered to 105 students at a comprehensive community college. Six linear regressions were conducted to determine if there were statistical relationships between:(a) career decision and the motivation to persist and; (b) career indecision and the lack of motivation to persist. Of the three regressions conducted on career decision and motivation to persist; two of the scores from the motivation profile indicated that a statistical relationship existed, whereas the third score did not. Of the three regressions conducted on career indecision and the lack of motivation to persist; two scores from the motivation profile indicated a statistical relationship between career indecision and the lack of motivation to persist, whereas the third score was not statistically significant. Recommendations were made to community colleges and universities to cultivate an environment where major and career decision initiatives become a top priority for students. Suggestions included creating courses in career planning and one-on-one career counseling sessions.
Show less - Date Issued
- 2007
- Identifier
- CFE0001978, ucf:47456
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001978
- Title
- A COMPARATIVE INVESTIGATION OF CAREER READINESS AND DECIDEDNESS IN FIRST YEAR STEM MAJORING STUDENTS PARTICIPATING IN A STEM MENTORING PROGRAM IMBEDDED IN A LIVING-LEARNING COMMUNITY WITH FOCUSED DATA ON FEMALE STEM STUDENTS.
- Creator
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Ramlakhan, Nirmala, Jeanpierre, Bobby, Boote, David, Hynes, Michael, Daire, Andrew, University of Central Florida
- Abstract / Description
-
Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary...
Show moreFemale mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
Show less - Date Issued
- 2012
- Identifier
- CFE0004586, ucf:49191
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004586
- Title
- THE EFFECTS OF A PROJECT-BASED MATHEMATICS CURRICULUM ON MIDDLE SCHOOL STUDENTS' INTENDED CAREER PATHS RELATED TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS.
- Creator
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Clanton, Barbara, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on...
Show moreThis study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.
Show less - Date Issued
- 2005
- Identifier
- CFE0000907, ucf:46765
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000907
- Title
- The Impact of Family Influence and Involvement on Career Development.
- Creator
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Joseph, Latashia, Daire, Andrew, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
- Abstract / Description
-
Career decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness...
Show moreCareer decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness and development. College students will provide information on their parents' involvement and influence during their secondary education. Ultimately, this research will identify how family influences the career decision-making processes and will educate professionals about how to incorporate the family as a way to avoid delays in the desired career paths of emerging adults.This mixed methods study investigated the influence of family on the career decision- making process among emerging adults attending a metropolitan university in the southeastern United States. It also sought to identify the nature of parental involvement in activities, academic achievement, choosing a major, and career choice in college students. The first two questions formulated the basis for quantitative research methods, and qualitative methods aided in exploring the third question. The Career Involvement and Influence Questionnaire (CIIQ) and the Career Development Inventory (CDI) provide the source of data collection for this study. The study yielded no significant relationship or differences among caregivers' (mothers, fathers, and other caregivers) involvement in career decisions (CIIQ) or future influences and level of career decidedness (CDI). The qualitative results provided clarity as to some of the commonalities and differences that existed among responses of the participants. Implications of the findings refer to counselor education, clinical practice, and future research.
Show less - Date Issued
- 2012
- Identifier
- CFE0004391, ucf:49367
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004391
- Title
- AGEIST PERCEPTIONS IN PERSONNEL SELECTION DECISIONS: A PREJUDICE-REDUCTION INTERVENTION.
- Creator
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Marcus, Justin, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
The purpose of the current study was to examine whether older job applicants are discriminated against relative to younger job applicants when changing careers, and to investigate whether an intervention designed to reduce stereotyping and prejudice could alleviate such unfair discrimination, if it was found. A between-subjects laboratory experiment with three factors was conducted, including age (young vs. old job applicant), career-transition type (within- vs. between-career transition),...
Show moreThe purpose of the current study was to examine whether older job applicants are discriminated against relative to younger job applicants when changing careers, and to investigate whether an intervention designed to reduce stereotyping and prejudice could alleviate such unfair discrimination, if it was found. A between-subjects laboratory experiment with three factors was conducted, including age (young vs. old job applicant), career-transition type (within- vs. between-career transition), and a dual-identity based recategorization intervention (control vs. intervention), totaling 8 experimental conditions. Data were collected and analyzed from 157 undergraduate student participants. Participants were informed that they would be evaluating the viability of using video-resumes as a potential organizational selection tool, and were randomly assigned to watch a video-resume depicting a White male job applicant applying for the job of mechanical engineer. The job applicant was either younger or older and was either making a career change that was more similar to his previous career (i.e., naval architect) or less similar to his previous career (i.e., chiropractor). In the intervention conditions, the job applicant emphasized his age and the fact that he graduated from UCF; in the control conditions, he only emphasized his age and his educational background from a generic university. An actor in his early twenties played the role of the job applicant. Make-up was applied to age his face, and computer software was used to age his voice. After viewing the video-resumes, participants judged his suitability for hire, competence, warmth, loyalty, and suitability for training. A Multivariate Analysis of Covariance (MANCOVA) was conducted and a significant 3-way interaction was found between age, career-transition type, and intervention on both ratings of suitability for hire and on competence ratings. Counter to theory, the older job applicant was negatively impacted relative to the younger applicant when attempting to build a common ingroup identity with the younger decision-maker. These findings were discussed within the context of theories on attribution and impression management, and discussed relative to prior research utilizing the dual-identity based recategorization intervention method. Implications for older workers making career transitions are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003324, ucf:48450
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003324
- Title
- INITIAL TESTING OF THE CONTINUOUS EMPLOYEE DEVELOPMENT MODEL: OUTCOME EXPECTATIONS AND WORK-RELATED IMPLICIT THEORY.
- Creator
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Garofano, Christina, Salas, Eduardo, University of Central Florida
- Abstract / Description
-
Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model...
Show moreUnderstanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implications
Show less - Date Issued
- 2006
- Identifier
- CFE0001224, ucf:46902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001224
- Title
- FACTORS ASSOCIATED WITH RETENTION RATES IN CAREER AND TECHNICAL EDUCATION TEACHER PREPARATION WEB-BASED COURSES.
- Creator
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Whiteman, Jo Ann, Hudson, Larry, University of Central Florida
- Abstract / Description
-
There is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention...
Show moreThere is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention rates in courses from Fall 1997 through Fall 2003 within web-based courses in a CTE teacher preparation program at the University of Central Florida to identify factors associated with student retention. Three research questions emerged from the primary question: Are there factors associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (a) Is gender associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (b) Is ethnicity associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? and (c) Is age associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? Enrollees were non-admitted students seeking initial Career and Technical Education (CTE) school district certification as well as admitted students seeking state certification and/or a Bachelors degree. Of the 2371 enrollees in eleven (11) web-based courses during 74 course offerings from Fall 1997 through Fall 2003in a Career and Technical Education (CTE) teacher preparation program at the University of Central Florida, a large metropolitan public university, 92.1% were retained. Three demographic variables, gender, ethnicity and age were compared, to evaluate retention. The categorical data were analyzed using Chi Square Test of Independence.
Show less - Date Issued
- 2004
- Identifier
- CFE0000210, ucf:46277
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000210
- Title
- THE LABEL OF MADNESS: THE EFFECTS OF CAREER CHOICE AND GENDER ON PERCEPTIONS OF MENTAL ILLNESS.
- Creator
-
Vanella, Angela, Whitten, Shannon, University of Central Florida
- Abstract / Description
-
People with creative abilities have often been stereotyped as insane, neurotic, and prone to addiction (Kaufman, Bromley, & Cole, 2006; Corrigan, 2005). These labels have perpetuated the stigma for many generations (Ludwig, 1995). In addition, females have often been stereotyped as "bad at math," but are assumed to be more verbal and creative (Quinn & Spencer, 2001). The present study hypothesized that creative writers would be stereotyped as more mentally ill, neurotic, and addicted to...
Show morePeople with creative abilities have often been stereotyped as insane, neurotic, and prone to addiction (Kaufman, Bromley, & Cole, 2006; Corrigan, 2005). These labels have perpetuated the stigma for many generations (Ludwig, 1995). In addition, females have often been stereotyped as "bad at math," but are assumed to be more verbal and creative (Quinn & Spencer, 2001). The present study hypothesized that creative writers would be stereotyped as more mentally ill, neurotic, and addicted to substances compared to scientists. It was also predicted that gender would exacerbate the phenomenon such that females would be particularly vulnerable to this stereotype. Statistical analyses revealed some interesting gender by major interactions: female creative writers were perceived as the most mentally ill, but were closely followed by male science majors. Male creative writers were actually perceived to have a relatively low level of mental illness. Interestingly, male scientists were rated as having the highest levels of drug and alcohol abuse, whereas male creative writers were perceived to have relatively fewer symptoms of substance abuse. The reverse pattern was true for females. This research confirmed the stereotype of insanity among artists for females but also revealed a tendency towards pathology-based stereotyping of male scientists. Stereotypes negatively affect the targeted populations and perpetuate the stigmas against them. This research attempted to advance understanding as an initial step towards alleviating unwarranted stereotypes.
Show less - Date Issued
- 2013
- Identifier
- CFH0004384, ucf:44983
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004384
- Title
- PRODUCING A MEASURE FOR ASSESSING MOTIVATING CAREER INFLUENCESFOR COUNSELORS-IN-TRAINING.
- Creator
-
Kuch, Tyson, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to describe an appropriate protocol for developing a psychometrically sound instrument to assess perceived influences motivating graduate students to enter the counseling profession. The self-report, 124-item inventory was administered to a sample of 347 graduate students pursuing counseling as a profession. All participants responded to the inventory anonymously. A factor analysis from responses grouped scale items into six different factors, and helped condense...
Show moreThe purpose of this study was to describe an appropriate protocol for developing a psychometrically sound instrument to assess perceived influences motivating graduate students to enter the counseling profession. The self-report, 124-item inventory was administered to a sample of 347 graduate students pursuing counseling as a profession. All participants responded to the inventory anonymously. A factor analysis from responses grouped scale items into six different factors, and helped condense the scale into a shorter, more psychometrically sound instrument by identifying those items with low or ambiguous factor loadings, suitable for removal. A factor analysis also identified those items most relevant for interpretation, ultimately yielding six major factors, operationalized by a variety of statements regarding various influences most consistent with students' decisions to pursue a career in the field of counseling. The literature review for this study proposes a model with four "hypotheses" of altruism upon which scale items were based. These theories identified possible motivating influences for prosocial behavior- further generalized to one's the decision to enter the helping-oriented career of counseling. This study may benefit the profession by adding to the research base on scale construction and career choice as well as offering a new inventory suitable for use with future research.
Show less - Date Issued
- 2008
- Identifier
- CFE0002334, ucf:47781
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002334
- Title
- An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District.
- Creator
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Gillam, Lucille, Lue, Martha, Vitale, Thomas, Swan, Bonnie, Goodman, Constance, Larsen, James, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as...
Show moreThe purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as designed by the school district; however, of the four criteria required to be invited to bet admitted into the program, one was not being implemented correctly at the school site. The district vetted for students who had PSAT scores in the top 15% in the nation, WGPA over 4.0 and on the federal free/reduced list but first-generation students were not being vetted correctly at the school site. Although members of the first graduating class were able to secure admission into top-tier colleges and universities, only approximately 25% of the students in the program would be the first in their families to graduate from college. Thus, the program was not being implemented as designed and may not have been serving the needs of the target population of students for whom the program was designed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007638, ucf:52485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007638
- Title
- The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
- Creator
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Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
- Abstract / Description
-
Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
Show less - Date Issued
- 2012
- Identifier
- CFE0004308, ucf:49478
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004308
- Title
- Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
- Creator
-
Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
- Abstract / Description
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Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
Show less - Date Issued
- 2017
- Identifier
- CFE0006565, ucf:51326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006565
- Title
- AN INVESTIGATION OF THE RELATIONSHIP BETWEEN RACIAL IDENTITY DEVELOPMENT AND CAREER THOUGHTS FOR BLACK SENIORS AT AN URBAN HIGH SCHOOL.
- Creator
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Williams, Franklyn, Hayes, Grant, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic...
Show moreThe purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.
Show less - Date Issued
- 2004
- Identifier
- CFE0000320, ucf:46301
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000320
- Title
- Career preparation for interdisciplinary science PhD students: A case study.
- Creator
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Gordon, Sabrina, Hastings, Sally, Pryor, Burt, Katt, James, University of Central Florida
- Abstract / Description
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This case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career...
Show moreThis case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career paths of academia, government, and industry. Survey data were utilized to gauge the level of importance that survey participants perceived for various survey scales and items. The scales that were rated with the highest means were Ethics, Teamwork, and Career Management (M=3.67, SD=.41) and Interdisciplinary Skills (M=3.67, SD=.36), while the lowest mean was reported for the Professional Science Skills scale (M=3.19, SD=.54). Interview data revealed limitations of the historically accepted apprenticeship model to include an emphasis on academia-only career preparation and a lack of standardization regarding highly individualized advisor-student relationships. And finally, survey and interview participants reported that alternative pedagogical methods to prepare IDS science PhD students for diverse career paths should include internships in each career sector, while also presenting the barriers to implementing internships regarding faculty commitments and time available to advise and help students procure such relationships. Study recommendations point to preparing IDS science PhD graduates for diverse career paths by emphasizing math, technical, communication, and interdisciplinary skills using experiential learning opportunities such as internships and an IDS project-based curriculum.
Show less - Date Issued
- 2017
- Identifier
- CFE0007285, ucf:52159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007285
- Title
- Career Decision-Making Patterns of Undecided African-American Male Transfer Students: A Qualitative Approach.
- Creator
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Daniels, Lavious, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Blank, William, University of Central Florida
- Abstract / Description
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The career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens...
Show moreThe career development and career decision-making needs of African-American males have generated much inquiry. Two year colleges currently serve as the predominant point of entry for many African-American male students seeking baccalaureate degrees. However, the transition to and eventual success at the four-year institution is often met with challenges. The inability to choose a major that may lead to a desired career has the potential to serve as a barrier for some students. From the lens of social cognitive career theory, this qualitative study was conducted to examine the experiences of undecided, African-American male transfer students at a large, four-year metropolitan university. Upon analyzing data from the interviews, themes were developed according to three research questions. Themes that offered insight into major selection process included: (a) choosing a major that offered potential job stability/security, (b) experiences related to academic ability, and (c) experiences with gender relative to career decision-making. Participation in the Direct Connect program was the minor theme found related to experiences encountered in the transfer process that influence major and/or career development. Themes related to the development of career decision-making self-efficacy included: (a) choosing careers believed to be consistent with one's person, (b) indecision while at the community college, (c) engagement in practical experiences, (d) solving problems, (e) meeting with advisors and counselors at the community college, and (e) involvement in extracurricular activities.
Show less - Date Issued
- 2012
- Identifier
- CFE0004274, ucf:49513
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004274
- Title
- The Influence of Components of Positive Psychology on Student Development.
- Creator
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Ha, Yo-Sang, Robinson, Edward, Van Horn, Stacy, Young, Mark, Lee, Ji-Eun, University of Central Florida
- Abstract / Description
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Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike...
Show moreConsidering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004380, ucf:49381
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004380
- Title
- Dance Students at a two year college: Making Sense of their Academic, Cultural, and Social World.
- Creator
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Lopez, Benjamin, Cintron Delgado, Rosa, Owens, J. Thomas, Santana, Maria, Kim, Chan Ji, University of Central Florida
- Abstract / Description
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The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and...
Show moreThe purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major.
Show less - Date Issued
- 2017
- Identifier
- CFE0006617, ucf:51266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006617
- Title
- Afro-Caribbean Parental Influence: Family Chronicles of the Educational Journey From Child to Medical Student.
- Creator
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Grant, Carlene, Cintron Delgado, Rosa, Owens, J. Thomas, Munyon, Matthew, Meehan, Kevin, University of Central Florida
- Abstract / Description
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Many ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made...
Show moreMany ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made alone. Using the framework of Cultural Ecological Theory and Social Construction (Ogbu 1990, 1992; Berger (&) Luckman, 1991) this study was conducted to determine whether Afro-Caribbean parents influence their children to become medical doctors. The research results in this qualitative study identified major themes, among others, to include: (1) collaborative efforts in pursuit of dreams and goals, (2) surpassing parental achievements and (3) the ability to cope with negative experiences. Afro-Caribbean parents, students, faculty and administrators in higher education can gain from the findings of this study, an awareness of the importance of trusted relationships and early exposure to health careers.
Show less - Date Issued
- 2016
- Identifier
- CFE0006110, ucf:51198
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006110
