Career Advising Issues for African American Entering Students. Research Report #2-97.

Autor/inn/en	Helm, Edward G.; Sedlacek, William E.; Prieto, Dario O.
Institution	Maryland Univ., College Park. Counseling Center.
Titel	Career Advising Issues for African American Entering Students. Research Report #2-97.
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Advising; Black Students; Career Counseling; Career Planning; College Freshmen; Educational Attitudes; Graduate Study; Higher Education; Models; Referral; Role of Education; Sex Differences; Socioeconomic Influences; Student Attitudes + Suchen Sie Ihr Suchwort? Akademischer Rat; Karriereplanung; Studienanfänger; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Bildungsauftrag; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Schülerverhalten
Abstract	A total of 343 first-year, African-American students at the University of Maryland College Park completed a questionnaire on a variety of topics including career and advising issues to determine the career needs and interests of these students. The reasons African-American students most often reported for going to college were to get a better job (25 percent), to develop themselves generally (22 percent), to gain a general education (14 percent), and to prepare for graduate school (14 percent). Females (42 percent) were more likely to remain in college so they could attend graduate school than were males (21 percent). When asked about barriers to their career goals, females (39 percent) cited personal finances more often than did males (28 percent), while males (22 percent) more often cited lack of motivation than females (8 percent). While there was some interest in career counseling among all the students, females expressed more interest than males. The results are discussed in relation to a model of career advising based on noncognitive variables, including how to make referrals to a career counselor. Tables provide mean and standard deviations by gender; list noncognitive diagnostic questions; and profile high and low scorers on noncognitive variables. (Contains 15 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC