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School‐to‐Work Transition of Career and Technical Education Graduates
Author(s) -
Packard Becky WaiLing,
Leach Miki,
Ruiz Yedalis,
Nelson Consuelo,
DiCocco Hannah
Publication year - 2012
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/j.2161-0045.2012.00011.x
Subject(s) - graduation (instrument) , staffing , medical education , school to work transition , career development , work (physics) , psychology , adaptability , career education , pedagogy , vocational education , medicine , nursing , management , engineering , mechanical engineering , economics
This study analyzed the career development of career and technical education (CTE) high school graduates during their school‐to‐work transition, specifically their adaptability in the face of barriers. Forty graduates (22 men, 18 women) from working‐class backgrounds participated in baseline surveys at graduation and phenomenological interviews 1 year postgraduation. Primary themes were job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education‐related support, and CTE served as a backup plan. Teachers and school counselors emphasized organizational barriers including limited staffing for upper level math courses and inconsistent workplace partnerships.