ERIC Number: EJ954096
Record Type: Journal
Publication Date: 2012-Feb
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0894-8453
EISSN: N/A
The Meaning of Work for Black African Immigrant Adult College Students
Stebleton, Michael J.
Journal of Career Development, v39 n1 p50-75 Feb 2012
The purpose of this study is to explore the meaning of work for Black, sub-Saharan African immigrant adult students pursuing a 4-year college degree. Career development practitioners are in a unique position to help these students make significant life-career decisions. Seven students enrolled at an urban university located in the Midwest were interviewed. Emphasis was placed on sociocultural, historical, political, and other contextual factors that affected life-work choices. Work was viewed holistically as a combination of both paid and unpaid roles. Work narratives were collected and interpreted using Gadamerian hermeneutics grounded in a constructivism paradigm. An analysis of narrative approach was used. Three main findings emerged as themes: Meaning of work was shaped by contextual factors; work experiences were closely connected to family and community; and students' identities and work roles evolved over time. Theoretical implications and practical strategies for career counselors, with a focus on social justice, are discussed. (Contains 2 tables.)
Descriptors: Social Justice, Constructivism (Learning), Urban Universities, Adult Students, Counselors, Career Counseling, Immigrants, Career Development, Blacks, Work Attitudes, Interviews, Cultural Influences, Social Influences, History, Personal Narratives, Hermeneutics, Work Experience, Self Concept, Political Influences, College Students, Employment
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A