Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation

This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators.

Examining Links between Black Women’s Intersectional Identities and Career Interests

The current study examined associations of intersectional social identities on Black women’s (N = 126) career self-efficacy and interests at a Historically Black College and University (HBCU). Structural models examined associations of different aspects of gender and racial identity on Social Cognitive Career Theory (SCCT) predictors (i.e., learning experiences and self-efficacy) for each RIASEC career interest. SCCT paths from learning experiences to career interests, via self-efficacy, were supported for all six career interests. For gender norms, domesticity directly predicted learning experiences and indirectly predicted interests for enterprising, investigative, social, and conventional themes; however, primacy of work conformity was not associated with learning experiences or indirect effects for any career interest. Racial centrality only predicted learning experiences and indirect effects on career interests for social careers. Aspects of racial and gender identity may set forth educational decisions that have implications for the eventual careers that many undergraduates pursue.

Cultural Factors, Perceived Barriers, and Asian American Career Development

Contextual factors can play an important and influential role in the career development of Asian American students. The purpose of this study was to examine how specific cultural factors, such as ethnic identity, internalization of Asian American stereotypes, Asian values, parental influences, and perceived barriers, predicted Asian American college students’ self-efficacy, outcome expectations, and interests in occupations and academic areas in which Asian Americans are highly represented. Two social cognitive career theory models were tested in this study: the first model examined how distal and proximal contextual influences predicted self-efficacy and interests in occupations with high Asian American representation and the second model examined how distal and proximal contextual variables predicted math and science self-efficacy, outcome expectations, goals, and intentions. Three hundred and eighty-one Asian American college students participated in this study. The findings from path analyses found a strong fit for the first model, suggesting that distal and proximal contextual factors predicted self-efficacy and interests in occupations with high Asian American representation. An adequate fit was found for the second model. The findings from this study provide psychologists and counselors with a more nuanced understanding of how career decisions are made for Asian American college students.

Examining the Role of Ethnic Identity and Meaning in Life on Career Decision-Making Self-Efficacy

In emerging adulthood, establishing a sense of self and life meaning is a key developmental task for career development. This study examined the role of ethnic identity and meaning in life in career decision self-efficacy (CDSE) among African American, Asian American, and White incoming, first-year, college students ( n = 2,470). Using hierarchical multiple regression analysis, we found that ethnic identity and meaning in life predicted between 14% and 26% of the variance in CDSE for African American, Asian American, and White students. Mediation analyses for each ethnic group revealed that the presence of life meaning mediated the relations between ethnic identity and CDSE. Ethnic identity appears to be associated with positive career development, in part, through the cultivation of life meaning for ethnically diverse college students. Implications for research and career counseling with ethnically diverse college students are discussed.

Contextual Factors in the Career Development of Prospective First-Generation College Students

Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.

Oh, the places you’ll go!

Purpose

The purpose of this study is to explore pre-employment college graduates’ relocation tendencies based on a research framework built upon gender and cultural theories.

Design/methodology/approach

Relocation decisions were analyzed based on 208 college graduates enrolled in public universities in Texas, USA.

Findings

The relocation decision-making by college graduates differ from that for corporate employees described in previous research. First, the willingness to relocate increases as the college graduates mature. Second, gender difference in the willingness to relocate is non-significant because of the same expected norms for both genders. Instead, psychological gender affiliation, such as self-perceived masculinity, makes a difference in relocation decisions. Third, family-related variables, such as marital status and parenthood, do not influence college graduates’ relocation decisions. Last, cultural groups do not exhibit any overall significant differences.

Research limitations/implications

The findings provide new and complementary knowledge over previous relocation studies.

Practical implications

The findings enhance the understanding of career choices made by college graduates in their early career, offering valuable managerial implications in crafting staffing strategies and improving human resource management for organizations in today’s fast-changing, vibrant multi-cultural environment.

Originality/value

The study is focused on pre-employment relocation decision-making by college graduates from different demographic backgrounds. The study fills a major research void in relocation studies by clarifying the relocation patterns of new employees graduating from college.

Linking Contextual Affordances

This exploratory investigation examined the link between self-reported racial–ethnic socialization experiences and perceived parental career support among African American undergraduate and graduate students. The results of two separate multivariate multiple regression analyses found that messages about coping with racism positively predicted parental career supports involving opportunities to practice career behaviors, modeling of career behaviors, verbal encouragement of career development, and providing emotional support. Messages involving intergroup interactions were positively predictive of emotional support messages and opportunities to practice career development activities. The self-report of exposure to African American cultural artifacts (i.e., nonverbal ethnic socialization) positively predicted parental modeling of career behaviors and verbal encouragement of career development. Messages about African American history positively predicted verbal encouragement of career development and emotional support. Finally, messages about engaging in African American cultural activities negatively predicted verbal encouragement of career development. Recommendations for research and practice are provided.

Acculturation, Enculturation, Ethnic Identity, and Conscientiousness as Predictors of Latino Boys’ and Girls’ Career Decision Self-Efficacy

This study examined the role of culture and personality on the career decision self-efficacy of 338 Latino seventh-grade public middle school students. Specifically, we examined the role of acculturation, enculturation, ethnic identity, and conscientiousness on career decision self-efficacy. Findings indicated Latina girls were more acculturated and enculturated than Latino boys. For Latino boys and Latina girls, respectively, 34% and 25% of the variance in career decision self-efficacy was accounted for by the predictors. Acculturation, ethnic identity, and conscientiousness significantly predicted career decision self-efficacy for girls. For boys, however, only ethnic identity and conscientiousness were unique significant predictors. As expected, enculturation did not significantly predict career decision self-efficacy for either boys or girls. An interaction effect between acculturation and enculturation did not significantly predict career decision self-efficacy for boys or girls. Implications for practice and future research are discussed.

A Career Decision-Making Profile of Latina/o Incoming College Students

The current study explored the work values, career decidedness, and career choice comfort of 236 Latina/o incoming college students. Of a possible 13 work values, students placed more importance on work enjoyment, genuine interest in the field, and job security and less importance on family expectations, having free time, and working without close supervision. Latina students placed more importance on genuine interest in the field and using their career to make a difference, whereas Latino students placed more importance on high anticipated earnings and working without close supervision. Additionally, regression analyses revealed that 17% of the variance in the prediction of career decidedness was determined by self-clarity, indecisiveness, and career choice importance; these same variables were found to predict 41% of the variance in career choice comfort. Among these variables, Latina students were found to be more indecisive and to have lower career choice importance. Research and practice implications are suggested.