School of Education and Professional Studies Career & Humanities Unit
B.Sc. Career Development
Integrative Study CD-411
Research topic Findings and Summary
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background the study
Statement of the Problem............................................................................................
Purpose of Study...........................................................................................................
Objectives of the Study...............................................................................................
Research Questions.......................................................................................................
Significance of the Study..............................................................................................
Delimitation of the study
Limitations of the Study .............................................................................................
Definitions of Significant Terms............................................................................
CHAPTER TWO LITERATURE
Introduction
Summary of literature review
CHAPTER THREE RESEARCH METHODOLOGY
Introduction..................................................................................................................
Research Design...........................................................................................................
Target Population.........................................................................................................
Sample size and Sampling Procedures
Research Instruments...................................................................................................
Data collection procedures..........................................................................................
Data Analysis..........................................................................................
CHAPTER FOUR; DATA ANALYSIS, INTERPRETATION AND DISCUSSION
CHAPTER FIVE : SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Study.................................................................................................
Summary on Finding....................................................................................................
Conclusion...................................................................................................................
Recommendations........................................................................................................
Suggestion for Further Research..................................................................................
References.......................................................................................................................
APPENDICES Appendix I: research Questionnaire
Abstract
Career development is a continuous process for youth’s developmental stages.
However, Socio-economic factors affecting youths ages 18 career development
achievements in a rural community Jamaica. Youths are often in a career dilemma, for
their well-being. Therefore, objectives of the research were to establish how a number of
youths in the community are often seen on the streets socializing when they should be at a
skill-training programme, a territory institution, or being at work. The research used a
qualitative approach to identify and understand the socio economic factors affecting career
interest, career opportunities, financial struggles, family and community support, lack of
career information and guidance to move forward in for lifelong goals. The target population
in the research sample was 6 participants who volunteer to explore the socio-economic
factors that are affecting their career development achievements. The research instrument
recorded open end and closed ended questions that were transcribed and analyzed the data
from the qualitative results. The main findings of the research were, youths unaware of
career development information and career guidance during and after high school, unable to
identify their career interest that match their personality for the right career path, Career
opportunities and financial support . The findings also established that community social and
environmental factors with peer pressure engaging under the influence of marijuana smoking
and alcohol consumption contributes to youths' mental and cognitive process. As a result
some many youths are unemployed because they have no skills to fit into an organization or
self-employment, others youths have trained, with attained. Based on the findings youths in
the community have a desire to for skills training to achieve employment opportunities,
community members to implement motivational sessions at the community church with
support form the constituency position leaders and career development information and
resources and career guidance to help youths cognitive development. In the finding, youths
believe these implantations and recommendations would be very beneficial with career
development to achieve lifelong goals. Overall participants’ do not believe the community
socioeconomic factors that affect youths career development and strive to live and while
attain career development goals to achieve lifelong goals as they mature into adult life
stages.
Chapter 1 Introduction
Background of the study
Career development, is a lifelong process in attaining education, work, wellbeing and
lifelong goals through out an individual’s life span. Each individual undertaking the process
is influenced by many factors, including the context in which they live, their personal
aptitudes, and educational attainment (Ferry, 2006; Bandura et al., 2011). Youth’s career
attainment is associated with socioeconomic background, but may also be related to their
beliefs about causes of success Career development is a lifelong process that engage every
individual in the world of work by training, education and experiences.
However career development may be affected by socioeconomic factors family income,
social status, education, and occupational background. Many youths in some rural
communities are faced with socio-economic challenges that affect their career development
achievements, career opportunities and future lifelong goals for their well-being. Youths
career attainment is not only associated with socioeconomic background, but may also be
related to their beliefs about causes of success.
Many youths age 18 years old has transitioned from high school to continue career
development in higher training and employment opportunities. However, career
development begun at the first year of life, through continuous schooling where individuals
are prepared for achievements goals a qualitative study was designed to explore the factors
that influence rural young. The study seeks to uncover the nature that operates in youth’s
lives their career decision-making process. Because of socioeconomic factors many youths
are unsure about their life’s role and opportunities for achievement in the rural community
they live. Career interest, career information and `career guidance are important factors to
assist youths impacted their career path, career choice, career decisions and goal settings.
Many youths from low-income communities lack aspiration due to factors outside of their
control, such as poverty, low educational attainment, limited awareness of career options,
and lack of employment options. While counsellors/career service providers have limited
ability to change the environment these students find themselves in, utilizing strategies that
capitalize on their specific stage of development can help set the stage for a better future.
When counsellors use developmentally-focused strategies, they help create positive career
development for youth, especially those in low-income communities.
A large percentage of rural communities are not located near institutions of higher
education, limiting student exposure as well as increasing the logistic and financial
challenges of attending college (Grimes, Arrastia-Chisholm, & Bright, 2019; Schafft, 2016).
Lack of exposure to career options results in children never considering potential paths
(Blackhurst et
al., 2003) and role models are shown to positively impact the career aspirations and belief
of children (Gibson, 2005; Lent, 2013; Super, 1990). Rural communities often lack
employment opportunities for those with college degrees, limiting student awareness of
professional job opportunities while also representing college as a vehicle destined to take a
student away from their home community (Biddle &Azano, 2016; Corbett, 2007, 2010;
Schafft, 2016). This culminates the rural brain drain, where the most academically capable
students are encouraged to pursue opportunities outside of their home community, leaving
areas without human capital and infrastructure (Carr & Kefalas, 2009; Petrin et al., 2014 ).
Background of the problem
Brown (2001) Super’s development self-concept theory focuses on how careers unfold
over the life span. Career choice is affected by complex and multi-faceted biological,
psychological, sociological, and cultural factors. Career development a vital role in a
individual well being and life role. An observation on many youths in this rural
community as discovered how they are de-motivated and engaged in other unproductive
engagements. Furthermore, some these youths are influence by older adults, unemployed
and not attending continuous education or skill training institution for further career
development.
Statement of the problem
Super’s development self-concept theory focuses on how careers unfold over the life span.
Career choice is affected by complex and multi-faceted biological, psychological,
sociological, and cultural factors. The research in her studies acknowledge Many Youths
aged 18 in a rural community Jamaica often seen in the streets not doing engaged in
activities that is not beneficial or constructive towards self development as way ford in to
achieve lifelong goals Therefore the research address the situation by the findings too
understand the socioeconomic factors that is affecting youths in the rural community .
Purpose of the Research
The purpose of the research was to investigate the Socio-economic factors effecting career
development achievements in youths aged 18 in a rural community, Jamaica.
Objectives of the research
The ojectives of the research were :
To identify the socio economic factors affecting youth’s aged 18 in the rural community
To determine youths career development awareness in the rural community
To indentify socioeconomic factors affecting youths career achivements in the rural
community
To indentify solutions to improve youth’s career development for career achievement in
the rural in the community.
To determine if the socio-economic environment has any influence in the delivery of
career guidance and youth unemployment.
To indenty youths career development awarnes snfd achievement in rural comminti
To devetermine if socioeconomic factors are fecting youths career opportunity
To determine stratitigies to improve youths career opportunites
To identify solutions to improve youths career development achievements in rural areas.
Research Questions/Research Questions/Hypotheses
The research was guided by the main questions to identify the socio-economic factors
affecting youth’s career developments
What level of understanding youths have about career development?
What career interest youths aged 18 have to achieve their lifelong goals
Was career guidance delivered to assist youths with their career path?
What youths aged 18 accomplished for employment; unaccomplished and unemployed in
career development for employment achieves life gaols?
Does living accommodation and financial support from family members affect youth
career development?
What environmental factors in the community influence youth’s career development?
Significance of the Research
The study seeks to identify socio economic factors affecting youth’s aged 18 career
development in a rural community Jamaica. Findings in the can be useful to career development
practitioners, educational policy makers for youths career development during their transitional
and work life. In addition, findings feedback may help educational administrators to ensure
career guidance delivered to all youth’s career path before they transition from high school.
Furthermore, the study may help other researchers to identify other socioeconomic factors
affecting youth’s career development in rural communities.
Delimitation of the study
The research was conducted in a rural community Jamaica on youths age 18; hence the
results may not be generalized for all youths in other communities. The socioeconomic
factors affecting youths, includes living and financial, community environmental,
Achievements, career interest, career development, career guidance and family support
Limitations
A limitation of this study is the fact that youths may not have given all socioeconomic
factors affecting them. In addition, youths in other rural communities outside of St. Andrew
will not be studied and hence findings may not be able to be generalized for all youths in
rural communities, Jamaica. Hence, limitations with career development awareness, career
guidance and career information and resources would not be adequate for implementations
Definition of Terms
Key Words Socio economic, factors, career development awareness, rural community,
youths, achievements, career counselling and career interest.
Socio-economic: relating to, or involving a combination of social and economic factors
related to the differences between groups of people caused mainly by their financial
situation:
Career interests : are your preferences regarding work activities and environments.
Identifying your career interests helps you make a well-informed and more strategic career
decision. Following your career interests means you're pursuing a career that uses your
talents and aligns with your values and preferences. What is career interest.
https://www.indeed.com/career-advice/finding-a-job/career-interests#:
a circumstance, fact, or influence that contributes to a result. DICTIONARY,
https://www.google.com/search?q=factors+definition&rlz=1C1GCEV_e
Academic achievement represents performance outcomes that indicate the extent to which a
person has accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. Steinmayr, Ricarda & Meißner, Anja
& Weidinger, Anne & Wirthwein, Linda. (2014). Academic Achievement.
10.1093/obo/9780199756810-0108.
https://www.researchgate.net/publication/351870823_Academic_Achievement/citation/download
Career Development: Career development is a lifelong process involving the total
combination of physical, sociological .education, physical, economical, and chance factors
that influence the nature and significance of work in total lifespan of an individual.
(Career development theory and practice manual Feb2015).
Youths: The national youth policy (2003) of Jamaica defines youth as those between the ages
of 15-24, “who [have] passed through the dependent stage of childhood, in the semiindependence of adolescence or who will soon acquire the maturity of adulthood.
Career guidance refers to services and activities intended to assist individuals, of any age and at any
point throughout their lives, to make educational, training and occupational choices and to manage
th CAREER GUIDANCE: A HANDBOOK FOR POLICY MAKERS – ISBN – 9264015191 © OECD/
EUROPEAN COMMUNITIES 2004 eir caree https://www.oecd.org/education/innovationeducation/34060761.pdf rs
Rurak=l community Defition NAELVER DESICRIBES IT AS ANY`` WHOLE AREA OF SOCIAL
Life`` and Ginsberg defines it as `` a group of social beings leading t a common life,
including all the infinite variety and complexity of relations which results from the
common life or constitute it , imaddtion, ,by a community,
Htor Two
In this chapter, the studies relate to socioeconomic factors affecting youths career
development opportunities in lifelong achievement. The study also identifies career
interest, career guidance, financial status , career achievements , employment
opportunities , family and community influence. This research was guided by
sosioekonomi theorists redevelopment theorist Donald super on the .
According to Brown 2007 states that , Career Development is the lifelong process of
managing learning, work, leisure, and transitions in order to move toward a personally
determined and evolving preferred future. A career development intervention is a deliberate
action aimed at enhancing some aspects of a person’s career, including influencing the career
decision-making process, clarifying career goals, and skill building activities From individual
perspective, career development is a lifelong process involving psychological, sociological,
educational, economic, and physical factors, as well as chance factors that influence career of
the individual..
Career Development
Career Development is a unique and lifelong process for each individual of managing
learning, work, and transitions in order to move forward and participate effectively in work
and society. Successful career development is important to individuals’ personal and
economic well-being, social mobility and both economic productivity and social justice. In
order to undertake the lifelong career development process, individuals need to acquire skills
that support employability, career management and resilience in the face of career change.
Career management skills help individuals to develop a positive and resilient mindset; learn
about themselves and the opportunities available; make informed and justified decisions and
act on these, networking with people who can support them. For lifelong career development,
people need access throughout their lives to career learning (education) and personal career
guidance/coaching
Glossary of Career Development Terms 2012 , Career development is the process by which
people identify career interests, make career choices, or pursue advancement of a desired
vocational identity In young adulthood, the employment rates are much higher for those
people with a university education, followed by those with post-secondary vocational
training. In addition, Unemployment rates are highest for those with a primary or secondary
education, while those with less and developing a sense of personal identity (Luciano A,
Carpenter-Song E, A). It is also the belief of leading social cognitive career theorists that
career interests, choices, and behaviours are informed by weighing the balance of barriers and
supports, which inform anticipated career outcomes and perceived obstacles by (Lent, Brown,
& Hackett, 2000).
Socio-economic factors Affecting Dareer Development and achievements in youths, 18
years old lifelong goals achievements in a rural community in St Andrew, Jamaica.
Socioeconomic factors
Under achievements
Winding, T.N., Andersen, J.H carried out a correlation study on
socioeconomic differences in school dropout among young adults; the role of social relations
in Ringkobing Denmark. In order to gather data analysis, the researcher’s sample was a
population of 3,681 individuals ages 15- 18 years. Their research method used to gather and
analyze data was a questionnaire. The aim of the research was to investigate the effect of
social relations on the association between parental socioeconomic position and school
dropouts in the Danish youth cohort vastly from 2004-2007. Therefore, their results have
shown that 83% participants completed that questionnaire. In addition to that there were
specific concerns that showed 71 % participants completed secondary education, social
relations, and distribution of family socioeconomic position with girls and boys. In addition,
the findings showed a relatively large proportion of youths had problems with relations with
family, friends, teachers, or classmates at the age of 15 and 18. However, boys aged 15 outnumbered girls not having a friend to be confidential with, was 13 %
8 %.; 46 % boys
reported difficulties in talking to friends about personal worries, than girls 14%. In addition
to that, boys felt left out at 16% and girls 11%. Furthermore, at age 18, girls were 43% and
boys 37% had trouble handling family conflicts; friends or partner girls 43 % and boys 37 %.
Overall, at age 18, 32 % believed that teachers did not help with personal problems.
Overall findings in the study showed young people’s chance of completing a secondary
education remained for all social relations, both boys and girls at age 15 -18. Nevertheless,
all social relations at age 18 show that, family income there was a chance of completing a
secondary education, the data analysis for all social relations for both ages 15 -18 was 95 % .
In addition, speakers could discuss the impact of values and beliefs learned by growing up in
a rural community. In addition, Local occupational possibilities could be explored through
school and community partnerships. Community youth councils could provide rural youth
with a means to access funding for developing other social and recreational opportunities for
young people in their community. The researcher also believed that there is a need for
guidance on how they can implement skills outside the community. The researcher
questioned occupations, and the connection between the rural transferable skills for youths.
The researchers explored how Counsellors can involve parents in helping young rural women
to make informed life-career plans. At the end of the discussions, the research looked at
information concerning the changing world of work. Such as, the costs involved in postsecondary training and education; apprenticeship programs; filling out scholarship
applications; and coping with everyday life in larger communities. They believed that their
ideas to present in workshops, newspaper columns, and newsletters about the rapid change in
this postmodern world for young women experiences the needs of rural young women who
were ignored.
Joshi & A.J. Bakshi, (2016), conducted a three-year study on Career-related Challenges
of rural underprivileged and elicits youths’ perceptions regarding the nature of need for
professional career guidance in rural areas of Western India. The findings concluded that
there were major challenges with youths in rural areas due to lack of information about career
guidance, career choice, and decision-making to attain achievements.
Financial challenges In addition, underprivileged youth reported financial challenges to
further education, poor academic performance and they did not achieve a proficiency in
English language, students also believed they had low- self- esteem about their chances for
success. They believed it was because they were living in rural areas where there was no
development for opportunities to help underprivileged youth, who had no skills or
academics. Youths who participated in the study suggested that career guidance, career
information, and financial resources for career development would help them to achieve
goals.
Academic Achievement It often believes that in order to attain academic achievement and
good career youths will have to leave their community. This is supported by Jeffery, G. H.,
Lehr, R., Hache, G., & Campbell, M. (1992). The researchers carried out a three-year study;
their method was a qualitative interview to gather data that described parents who wanted
youth aged 15-25 years old leaving the community to get career guidance. The aim was to
identify career needs and create useful ways to assist youth and parents in that rural
community in Canada. Two communities had a demographic population of 1,500 people and
about 500 in the other. The study identified parents were encouraging their youth to seek
career guidance and information to make them marketable for employability achievements.
Career Occupation: Another study by Buzov, I., Kokić, I. B., & Kurz, T. L. (2021)
research was focused on Occupational Expectation and education of rural youths in
Croatia. In this research , a Descriptive statistical analysis was used to explore the
Occupational and Educational Expectations in Croatia. The aim of the study was to
gather the information on high school students’ how they perceived their career future
in the community they lived. different high schools, a questionnaire instrument used to
gather data showing 44.52% male and 55.47% females who responded. Therefore,
researchers in their findings showed that there was a need to improve or establish
school counselling in Croatian schools, especially in rural areas.
Career guidance: In addition, students lacked career guidance and information to support
them with career opportunities in those local area schools. Based on the researchers' second
and third questions they believed it would prove how the relationships between demographic
characteristics and high schools influence career development with occupational skills and
educational expectations among rural youth. Based on the correlation analysis, results
indicated that there was an association between demographic characteristics, school level
supports, career aspirations, future family and employment expectations from those rural
youth. Furthermore, the results of regression analysis clearly indicate that the schools were
aware about career guidance that could help youths with their future career gold and
achievements.
.
Career Development: Shepard, B., and A. Marshal (2000) in her study on rural youth in
New York State Conduct a qualitative study on Career Development and Planning Issues for
rural adolescent girls. A sample of 8 young women was used to gather their data analysis. Her
study described how adolescent females in that rural community experienced. Based on the
findings, rural adolescents’ girls had a need to develop audio-visual resources to address the
needs of rural youth along with strategies for life-career planning. Rural counsellors,
teachers, parents, and employers through focus groups, community events, workshops, and
others were attaining opportunities among this group of young women. School and education
experiences were important in the lives of most participants; school provided a forum for
exploring themselves through sports, drama, and fitness classes. The researcher believed that
these activities presented occasions to develop skills and personal qualities that were highly
valued there. In addition, participants in the study explored how they have a sense of self-
respect and respect for others that is often gained through school and other community related
activities, including employment and educational opportunities outside the community. The
research finding and discussion concludes that, Career Development for Rural Adolescent
Girls such as counsellors, career centres, the Career and Personal Planning program, career
preparation and work experience were important sources of information. Participants in this
study identified a number of career resources available to them; however, they did not see
them as applicable to their lives.
Socio-economiceconmocic
Muhammed,Yinusaand Akale (2008) in their study socioeconomic factors influencing
students academic performance in Nigeria revealed that low income of the parent was a major
impediment to academic success and development on the part of the student . Farooq,
Chaudhry, Shafiq and Behanu(2011) in their study factors affecting students quality of
academic performance in Pakistan indicated that family characteristics like 24 socioeconomic
status are significant predictors for students‟ performance at school besides the other school
factors and student factors.
Family influence
While Nzyima (2011) in her study relationship between parental involvement in children
education and their academic performance in public primary schools in Dagoretti district,
Kenya indicated that parental inputs such as coming to school to discuss the education
progress of their children and interest in their education were some of the inputs considered
as parent involvement. Simiyu (2002) in his study students‟ performance in C.R.E in KCSE
and attitude towards in C.R.E in Lelan division west Pokot district, Kenya stated that children
whose parents participated in school activities had higher scores than those whose parents
never participated. The proposed study seeks to fill the gaps by finding out the
socioeconomic factors influencing student’s academic performance in public secondary
schools in Igembe south District.
Occupational opportunitiesoppotunites
Therefore research conducted findings in Jamaica has a population of approximately 2.7
million. Youth 15–29 years old represent 29% of this population, and 42% of the working
age population. The research future states that, . The labour force consisted of 1,360,800
individuals as of July 2019, 91% of which are employed (STATIN, 2019). The
unemployment rate of the country was 9% in 2018 (STATIN, 2019). The poverty rate is
19.3%, with 526,388 people living close to the poverty line (STATIN, 2019.
Family status
Furthermore, researchresearches hashave shown that children from low- socio-economic
households and communities develop academic skills slower than children from higher socioeconomic groups ,Morgan, Farkas, Hillemeier, & Maczuga&Maczuga, 2009. Children from
low socio-economic background are more likely to develop poor cognitive function,
language, memory, socio-emotional processing, and consequently poor income and health in
adulthood (Aikens & BarbarinAikens&Barbarin, 2008). Inadequate education and increased
dropout rates affect children’s academic achievement, perpetuating the low-socio-economic
status of the community.). additioninaddtion to that
In 2015, 35% of youth were neither working nor in school. Unemployment rates are
highest for those with a primary or secondary education, while those with less than a primary
education are the most likely to be inactive. Approximately 17.7% of employed Jamaican
youth were undereducated for their positions. As of July 2016, 12.9% of the labour force are
unemployed, and 36.2% of the unemployed are young people aged 14–24. Also 33.7% of
young women and 26.1% of young men are unemployed nationally, with younger cohorts
and rural inhabitants more likely to be unemployed. 2019). In addition, studies have shown
that high incidence of crime and violence occurring around and among youth, poor family
structures, intergenerational inequities, poverty, injustice, unequal educational opportunities,
limited job opportunities, continues to hinder a holistic development of Jamaica’s youth.
This research was guided by two main theories: social constructivist theories Social
problems are socially constructed or subjectively interpreted. Patten (2009:11), Contextual
constructivism is concerned with the social construction of knowledge and the application of
the knowledge. Ranee (2006:14) cited, June 2023 notes that true knowledge should aim at
yielding calculations, which agree with the problems that the scientific community feels it
should address, otherwise an alternative paradigm, which promises to solve those problems
should be sought. Another researcher believes that Human beings have the ability to arrange
perceptions on the basis of constructs. In similarity other human beings can perceive different
events in similar or different contexts (Cobern 2007 cited June 2023. It emphasises meaning
making and the application of the meaning in real life situation and postmodern career
development theories
Conclusion
The review literature are studies carried out on the socio-economic factors affecting
youths aged 18 career development achievement for opportunities
Career Development
https://www.cdjamaica.org/?page_id=66 The origin of career/vocational counselling as a
speciality within the counselling profession, dates back to the vocational guidance movement
of the early 1900s. Then the task of the counsellors was to match clients with appropriate
occupations. This speciality has now evolved to the point where it is concerned with a
lifelong process of career development, the learning of life skills, preparation for work and
planning for leisure time. It also involves shifting the focus from being almost exclusively
aimed at children in school settings to working with people of all ages in almost any setting.
One such group is the adults in transition
In rural community Jamaica. Most of the findings discussed the factors that affect
youth career development in the rural communities as well as urban areas. Most of the
factors covered were fiancilacal status, family and peer and environmental factors . The
most outstanding factors in the studies have shown that youths lack career guidance c,
career information resources that limits thier interests while preparing for transition in
the world of work. Therefore, many youths in some rural communities are faced with a
number of these socio-economic challenges that affects their career development
opportunities for employment and future lifelong goals Therefore Bandura concluded that
that, an individual’s confidence in her or his ability to succeed in specific situations or
accomplish a task determines the willingness and motivation with which the client will
pursue a career or educational path. Furthermore, he 2012 Situation Assessment of Youth in
Jamaica provides a useful insight into the key challenges facing young people:
Chapter Three
Research Methodology
Introduction
This chapter outlines the methodological approach in the study that use a qualitative
study descriptive design to understand socio economic factors affecting youth in a rural
community Jamaica career development for lifelong achievements . This
methodology outlines the design, population sample, data collection , instrument and
ethical procedure, data analyze findings and discussion, limitation, recommendation
and conclusion of the study.
The research design
The study used a descriptive method to explain from respondents the socio economic
factors affecting youths aged 18 career development attainment to achieve opportunities
Bobbie, E. (2001), states that, ultimately scientific inquiry comes down to making
observations and interpreting what you’ve observed. The qualitative approach is described as
an effective method to assess an insider's perspective on a particular social phenomenon,
because it can examine the feelings, opinions and attitude, from an insider who has
experienced or observed a specific social phenomenon (Rubin & Rubin, 1995; Babbie &
Mouton 2001). On
Sample and Population
Bobbie . 2001, a sampling frame is the list or quasi list of elements from which a
probability is selected in this research. With a population of 6 youths aged years old from
one rural St Andrew community. The parish of St Andrew was selected to conduct this study
because it has a large number of youths 18 years old who are unemployed or underemployed
or and not attending skills training and college for higher educational attainment . A major
objective of this qualitative study is to obtain the proportion of 2 female and 4 male youth 18aged that were affected by socio-economic factors affecting their career development in a
rural community in Jamaica. Socio-economic, factors and career development a meaningful
term affecting youths in a majority of a population, Fitzgerald and Betz 1994
Research Instrument and Proceedure
. This was an in-depth individual interview to gather data information on socio-economic
factors affecting youth’s career development achievement. The researcher asked youths 19
semi-structured open-ended and closed ended face to faces interview questions for 30min.
With a population of six youths aged years old from one rural St Andrew community. The
parish of St Andrew was selected to conduct this study because it has a large number of
youths 18 years old who are unemployed or underemployed or not attending a tertiary
institution.
Data collection
Participants were asked of their voluntary participation as well as the research topic and
usefulness of further research for educational, implementation of strategies to make
recommendation for policy makers to address the dilemma of rural youths career
achievements, there state the convent time to meet with researcher. Informed on the
esthetical guidelines on confidentiality, to protect their information and identify. The
research questions were guided by the hypothesis , socio-economic factors affecting their
career development to achieve opportunities for life-long goals.
Participant narrative
stories for data collection and analysis were audio tape and recorded, transcribed with pen to
paper then summarised for readers including participants. The data collection methods were
used to identify and examine the socioeconomic and career development factors in the rural
community under investigation. Qualitative approaches are typically used to explore new
phenomena and to capture individuals′ thoughts, feelings, or interpretations of meaning and
process (Lisa M. Given (2008)..
Brown, 2007. Constructivist theory states that, when postmodern uses instruments such as
interesting inventories they use them to help clients understand their stories, which explain
how they got to their current state and extend their stories into the future. Brown 2001,
Data Analysis All interviews were tape-recorded, and the interviews averaged 1 1⁄2 hours in
length. Qualitative data from the from the study was opened and closed- ended questions
from the participants Data analysis
The qualitative data were were used analyzed through transcribing on paper for visual
reading to identify the the interviews data from the audio to the the findings of the
socioeconomic factors affecting youths aged 18 career development attainment to achieve
opportunities and life long goals
Inclusion criteria
Participants will be included in the study if: They are 18 years old and living in a rural
incommunity in St. Andrew.
Exclusion criteria
Participants will be excluded from the study if: They are youths less than 18 years old or
older than 18 years old. Youths who and mentally incapacitated development of Data
Instruments
Career development is the process by which people identify career interests, make career
choices, or pursue advancement of a desired vocational identity. In young adulthood, career
development unifies key age-related tasks such as finishing school, pursuing employment,
and developing a sense of personal identity of career development is essential and cannot be
ignored. The STF theory is further explained and used in Chapter 2 as a guideline to the
study.
Ethical ConsiderationsProcedure for recruitment and consent see book
In comply` with the ethical standards when conducting a research and interviewing, the
researcher must adhere to all procedures to protect participant’s confidentiality. Therefore,
youths were inform about the objectives and purpose of the study. In addition, youths will be
made aware that their participation in the study is voluntary and that they are free to withdraw
from it at any point for any reason. They will also be made aware that their responses to the
questions will be kept confidential and used only for the purposes of the particular research.
Boobies 2001 implies that, social research should never injure the people being in the studies,
regardless of whether they volunteer. In addition, the rural community remains unnamed to
protect the clients geographic location. Approval to conduct the study will be obtained from
the Vocational Training Development Institute Ethic Committee.
Sampson 1997 cited
Brown 2007 Concluded that research is needed to determine the extent to which these
guidelines muset in practice.
Career development
THEORETICAL FRAME
Cording to Brown (2009 page 31) it seem entirely likely that job satisfaction and
factors su
Cas achievements in one's career are related to a much more complex set of variables,
including family or group approval of career choice and the individual's performance in
it. In addition, Supper ( 1984, 1990) emphasizes that self concept should be defined
broadly to include not only an internalized personal view of self but also the individual
view of the situation or condition in which he or she exists.
Super believes that people differ in their abilities and personalities, and need values.
Interest traits and self concepts p, 47. Postmodern career coupling theory implies that
the goal of career counsellor from a contextual perspective is to assist the client to
construct a future career.
Socio economic theorist:
Super's life space life span theories that people differ in their abilities and personality,
needs, values interest, traits, and self-concept
Individuals with limited educational backgrounds are almost automatically relegated to
the most marginal work opportunities.
Career counselling for economically disadvantaged, according to Brown 2009.
Individuals with disadvantages may need personal counselling prior to career
counselling totality self-concept as well as to understand their circumstances. interest
page 139 .Interests are likes or preference, or, stated somewhat differently Things that
people enjoy.
Career information includes educational, occupational, and psychological facts related to
work The disadvantage of the system is that when students complete their secondary
schooling, many students have difficulty making the transition to work.
Brown implies that the use of community resources is important at all educational
levels, but employing them at high school level is critical.
Community, every community includes some social agencies that are involve in
career information activities Page 325, student who have been in high schools with
weak career development programs are at disadvantage
Preparing high school students to enter the labour market has bee long standing
concerning in this country. in
Data Chapter 4:
Discussion of Findings \
Findings
Brown 2007 page 116 implies that some major problems faced by the disadvantaged in
career planning may be lack of basic educational , unsuccessful skills, unsuccessful
vocational adjustment at early career entry stages, inability to obtain vocational
training, low-income level, incongruity between self-concept and previously held lowlevel jobs and periods of unemployment.
This research was conducted to study how the socioeconomic factor affecting youths ages
18 career development achievement the a specific rural The socioeconomic factors affecting
youths was measured using data on socio economic factors family income , academic
achievements’ and environmental; achievements these factors
Reer development
Students interviewed for this study viewed career development as very important to
achieving their life and career goals. All 4 youths agreed that they could not achieve
their life goals without furthering their education at tertiary or skill training for
higher-level career aspirations than other groups, 2 youth were not Readiness for Work
Education: Interestingly, a perception of preparedness for the working world after high
school stopped their education educational attainment
Financial Challenges: students who pursued tertiary and skills training in hinder her
education were affected with financial challenges such as paying for tuition or course
fees, and non-academic expenses such as food and transportation.
Secondly career development, Awareness and career information is the most
important factor that affects before and during high school also showed low career
opportunities. These major factors affect youth career paths for job opportunities
available to Low levels of education Findings also reveal that most of the youth in the
community has a low level of education due to their early exit from the schooling system. It
makes them more unemployable. Many of them drop out of school due to their parents being
unemployed to afford school fees. Some respondents indicated that learners abandon school
earlier to get employment so that they can feed themselves and their families.
Career guidance: participants said that they have career guidance and information to
prepare them for the world of work. Therefore, they act on their own knowledge, in
discussion with pairs who have the same interest, but not lack of knowledge about
career choice. On the other hand some are not sure what they want to do as they are not
ready for the working environment. Lack of career guidance The findings reveal that the
absence or inadequate provision of career guidance in rural schools contribute to youth
unemployment. According to the results, community schools are not well equipped in
providing career guidance to learners. Hence, the learners have no career ambitions to keep
them in school and motivated. Those that eventually go to tertiary institutions tend to choose
qualifications that are not required by employers. And, they ultimately become unemployable
Community context
Most of the participants believed that because of the social influences in the
community, the majority of the youths are at dis-advantage older adults should
encourage them to seek help for better opportunities than allowing them to engage in
activities that limit their chances mentally, physically and emotionally. Example boys
spend much of the time in the corners smoking, gambling and consuming alcohol. In
addition all participants believed that they need much more motivation to inspire them
for positive development other than football, they believe that each community should
have their own youth leaders programme since they may not be able to reach a larger
part when town meetings called for all youths at police youth centre. They see this lack,
Two females in the study are employed and attending college
This has implications on youth’s willingness for career development to improve their
employment potential for their life’s roles the their rural community
Home Environment: all youths 3 youth states that their home environment was
generally supportive and emphasized the importance of education. However, the
relative emphasis placed on the importance career achievements’ in their life
All youths stated that they did not receive not receive to career counselling, and a lack
of career counselling emerged as a potential factor to achieving career development
information. Youths who are pursuing tertiary education were significantly more likely
to report having been offered career counselling than those who did not. Differences
also emerged in the incidence of disciplinary actions experienced during secondary
school
Perceived Preparedness after High School a general readiness for work immediately
after high school limits their employment opportunities When I left high school I was
ready for the world of work.” \
However, it is clear that many youths are unaware of the job opportunities they would
be qualified for with a training certification. As a result , if career awareness, career
information and career guidance were not delivered to youths in the rural community,
they had the disadvantage of having achieved skills and competencies for opportunities
available to them. On the other hand they are liable to forgo viable opportunities that
could benefit them personally and professionally for the Labour Market. According to
Fitzgerald and Betz 1990 Because of these conditions, disadvantaged people often need
career development programs that address both short term and long term goals.
However 2 youth who were interviewed for this study were satisfied with their high
school experience. Despite exposure to guidance counselling youth believe it policy
makers could implement a career development programme in the community; this
would be very beneficial to community members.
Overall most participants in the study believe that their career development was
affected by two major factors in the home , namely financial constraints where some
parents depend on social support paths and lack of educational knowledge to influence
them. As a result the factors played a critical role in the academic attainment for
opportunities and life goals.
Female 6
What do you know about career development?
All participants heard the term career development in school. Neither was it delivered
in school as a subject, however they have an idea about being work or achieving a job
or getting subjects. source of information from the media or social media.
Are you living with your parents? Yes I am
Did you get career guidance? If yes, explain, if not would it make a difference with life
choices?
No, I did not get any career guidance; I feel if I did get career guidance it would have
helped me to make a better choice at how to go about achieving the career I would like
to pursue.
What career interests do you have for your life goals? My career interest is to be a teacher
Did you achieve your career interest? No not yet
How many cxc subjects do you achieve? I have 3 csec subjects
Did you have any challenge with your career decision? Please explain.
Yes I did, I don’t think I did right the subjects in high school based off the path I
wanted to takeAre you attending school or any training institution? If yes or
explain.No I am not Have you attained any trained employment skills? No,
Have you made any career goals that you achieve? If not, what happened?
Yes I have..How many people live in your household?
One male said he is not living with his parents and 2 others said yes they are living
with parents and suits and other family members.
Prents Are they employed or seeking employment?
They are employed, What salary range they earned? And were they able to assist
you with continuing your education I am not sure of all their salary ranges but I
would say at least 60 thousand a month, no they were not able to assist me.
Based on that salary, if you wish to continue your education do you believe it can
finance you. If not explain? No that will not be able to finance me because of the
utility bills and needs for the smaller children in the home Are you employed, if yes
or no how you feel about work? Yes I am employed, the work I am doing is not
suitable but it allows me to do the simple things No w what challenges youths are
experiencing in this community that are preventing career development
opportunities and achievements? The challenges that youths are experiencing is
lack of guidance from respected people and not enough persons around to stare them
in the right direction What influence do citizens in this community contribute to
youths in their career development? I do not think there is much of a good
influence in the community when it comes to career development because most
people don’t have a career to begin with.
How do you feel about your community and social background that may have an
impact on your career development goals? The impact that the community has on
career development is that most of the teens don’t see the older persons they should
be looking up going out and working instead they get up and sit on the road daily
hustling to make a living. Do you feel it would be better living out of your
community would help you achieve another career, if yes or No, Explain.
Yes it would be better if I lived in a community with people that have my best
interest. What measures do you believe policyholders and politicians could take
to help youths whose career future is affected, because of the Socio- economic?
I think they could have development programs or a training program for specific skills
What co-coping measures do you take to manage and motivate you with any of
these challenges in your community? Lack of local job opportunities The findings
indicate that the community and the neighbouring towns have no industries that can
absorb young job seekers. Instead, there are a lot of informal businesses and Chinese
shops in the area where the youth usually get job opportunities. However, this
industry is said to be underpaying the youth. According to findings, the youth
working in this sector is underpaid, and the working conditions are harsh. Moreover,
the youth eventually resort to alcohol and crime because these jobs cannot fulfil their
financial needs.
The coping measures I take are just thinking about the life I want to live in the future and
staying inside from bad influences. Do you think a career Development Practitioner
would be able to assist you with your career path, and decision-making? If yes, explain
How. Yes, I think having someone to guide me and direct me where to start to choose my
career would be helpful? How do you feel about this research? I think this research is a
good thing and I hope something could come of it..What is your age? Participants in the
study include youths that both genders age 18 who were will to explore
In responses all males said, they did not hear about career development in school or
other sources of information from the media or social media. Two girls said they did not
know about career development and they said she was taught about career
development in high school.
The factors played a critical role in the achievement of opportunities and life goals.
What do you know about career development?
All participants heard the term career development in school. Neither was it redelivered
in school as a subject, however they have an idea about being work or achieving a job
or getting subjects. Source of career information from the media or social media.
Participants believed there were limited options available in the community
CHAPTER 5 CONCLUSIONS, LIMITATIONS, AND RECOMMENDATIONS
The purpose of this study was to examine the socioeconomic factors affecting youths 18
aged career development reer development hievement in lifelong golds ,The analysis
focused on the questions answered on. A summary of the findings, conclusions and
implications of the study, and recommendations for future research are detailed in the
following sections. Summary of the Findings d at least one study that attempted to confirm or
refute a relationship between student socioeconomic standing and academic achievement as
measured recordings and transited to the paper, Although the issue of socioeconomic status
is emotionally charged, an informed perspective is required to best prepare educators,
administrators, and policymakers to confront the challenge of meeting that requires academic
success of all students regardless of economic status. The findings presented as a part of this
investigation highlighted an unfortunate truth that even as society continued to make great
strides to lessen the negative impact of socioeconomic status on a child’s existence, academic
achievement continued to be greatly affected by financial factors well beyond the student’s
control.
Conclusion and Recommendations
. Article · January 2003 Although there are many great programs and initiatives directed at
youth employment and training, developers and implementers are having limited success in
many settings where there is a tremendous need for career development and training. A closer
look reveals a number of somewhat hidden assumptions underlying the content and delivery
of the programs
The socio economic factors affecting youths aged18 career development achievement in
the rural community is an essential aspect to prepare youths who are semi skilled or
unskilled for the workforce. In addition family and community member are to be
educated about career development information to motivate and influence youth to gain
achievements before transitioning from high school recommendations to concerned
stakeholders and authorities to address the issues identified in this research are as
follows:(1) Government should provide career development programme as a
curriculum education in all primary and high school and secondary education
(2)Schools need to have adequate facilities (3)Schools and also
The study is applicable to rural locations and regions with low socioeconomic family levels.
The study will help identify society’s weak points so that better solutions may be
implemented. The use of random sampling was the main problem in this study, and few
online data were also collected. Future studies may compare the attitudes toward education of
individuals in different age groups or income levels, or they may utilize an appropriate
sampling technique with age and social status clearly indicated. Fitzgerald and betz cited by
Brown 20007 believes that many career related problems of people with disadvantages
could be confronted with the following four-parts with economic disadvantages’ could be
confronted with the following four -pats ! Access to basic adult education
Personal er counselling Information about the world of work and access to appropriate
vocation training and placement. Therefore the researcher in this study believes that youths
age 18 in the real community affected with these socioeconomic factors career development
would be improved for greater opportunities and lifelong achievements.
Brown 2007 page 318 suggest that career development be taken taken into the community by
holding sessions for parents in community centers and churches and providing
This study was limited to data from one rural Tennessee school system. Economically
disadvantaged children, however, sit in classrooms across the country every single day. The
study should be expanded to include school systems across the state.
Chapter 5:
Karen R. McFarlane | Career development: The untapped gem in Jamaica’s progress
The VTDI was mandated to train career development specialists for the education system to
ease most of the burden off the guidance counselors in schools. But today, schools are still
not employing career counselors. Hence, the importance of career development has not been
efficiently addressed by the policymakers and stakeholders in Jamaica to date
Rural students have fewer opportunities than urban students for career exploration activities
that are generally viewed as a best practice for career readiness. The isolated geographical
locations of their communities can limit rural students’ ability to participate in activities that
would expose them to different occupations (e.g., field trips to various work settings).
The career development experiences of rural youth are worthy of specialized attention from
career counsellors. While rural youth share many commonalities with their urban
counterparts, the rural experience presents distinctions that can influence their life-career
decisions. To support career decision-making, career counsellors should be aware of
how local economies, access to post-secondary education, and limited career exploration
services shape the rural youth experience. Furthermore, counsellors must also consider
the relationship between rural and identity, and recognize how rural youth confront
and negotiate this tension as they explore career options. Both theoretical and applied
implications for supporting rural youth are discussed.
2 Strategies adopted to address crises in rural communities often focus on the individual. An
alternative approach is proposed whereby the community is viewed as the client. Community
career counselling requires the commitment of community members to engage in exploring,
analyzing, deciding and acting on options. The counsellor's role as team member and
facilitator can bridge the gap between individual career counselling and economic
development of the community. Goal-setting, career exploration
Recommendations
Based on research over the period 2010-2017, more than 20% of Jamaica’s rural
population lived in poverty, with the rate trending as high as 31.1% in 2013. Those
identified among the poorest rural dwellers in Jamaica include agricultural and fishery
workers, small producers and entrepreneurs, youth and women with multiple
disadvantages including low educational attainment, limited job prospects, poor
purchasing power, limited access to social services, poor infrastructure and amenities,
seasonality of employment, limited access to capital and credit, and vulnerability to
environmental and economic shocks (PIOJ 2009, 2015a, 2017).
Career Development
https://www.cdjamaica.org/?page_id=66 The origin of career/vocational counselling as a
speciality within the counselling profession, dates back to the vocational guidance movement
of the early 1900s. Then the task of the counsellors was to match clients with appropriate
occupations. This speciality has now evolved to the point where it is concerned with a
lifelong process of career development, the learning of life skills, preparation for work and
planning for leisure time. It also involves shifting the focus from being almost exclusively
aimed at children in school settings to working with people of all ages in almost any setting.
One such group is the adults in transition.
Career Development Programme to better prepare students for the job market The Ministry
of Education is introducing a new career development programme, which is expected to
produce school leavers, who are better equipped for the labour market.
Portfolio Minister, Hon. Andrew Holiness, speaking at the official launch of National Career
Development Awareness Week on February 9 at the Jamaica Conference Centre, downtown
Kingston, explained that the programme will provide students with information on the skills
required by the job market, which will help them, make more informed career choices.
Including Implementation of career centered learning from the primary level and that real
life linkages be made with careers and subjects taught at the secondary levels; Expansion of
the type of TVET subjects offered within the formal school system. Provision should be
made for males and females to have equal access to these offerings;
Awareness is merely the first step on the bridge of action that might span the achievement
gap. Beyond knowledge of the problem, stakeholders need to be educated about programs
designed to fight poverty
Conclusion,
Cited by Brown 2007, pge 116. Stipulates the disadvantage of two subgroups often in this
category; those with limited education in quantity or quality. Those caught in geographic
dislocation are often the rural poor or urban unemployed that have moved elsewhere
searching for something better in circumstance, poor and raised in families with inadequate
resources to meet basic needs. The chronologically of these are individuals born in proverty
re three groups that make up the economically disadvantaged; the chronically, cited The
study discovered that socio economic factors in rural community are not the major
contributors that are affecting youth’s career development but Lack of knowledge, career
guidance, career information and career development resources are the major factors. In
addition the research found that youths in the community are ambitious; they have lifelong
dreams and interest to develop their career to achieve job opportunities. Hence, youths
receive motivation from family community members; educational and social development
policy makers in planning implementation for career development information; career
guidance and career development resources for higher education and skill training to serve all
youths. Therefore, Community outreach career development programmes can be effective for
all youths to be served before they transition from high school. And continues Community
youth development programmes trained career development Practitioners Therefore. Youths
in this rural community would not face these dilemmas and are ready for the workforce to
attain career achievements and lifelong goals, for their wellbeing.
Research Questions
Instructions: Participants were informed that these interview questions would help
them as a thought process to manage their career decision making to attain future goals.
Furthermore they were not compelled to answer if they were not comfortable to explore
all questions.
1. What do you know about career development?
2. Did you get career guidance? If yes, explain, if not would it make a difference with
life choices?
3. What are your career interests for your life goals?
4. How many cxc subjects do you achieve?
5. Did you have any challenge with your career decision? If yes. Please explain.
6. Did you achieve your career interest? and
7. Are you attending school or any training institution? If yes or explain.
8. Have you attained any trained employment skills?
9. Have you made any career goals that you achieve? If not, what happened?
10. Are you living with your parents?
11. How many people live in your household?
12. Are they employed or seeking employment?
13. What salary range they earned?
14. Based on that salary, if you wish to continue your education do you believe it can
finance you. If not explain?
15. Are you employed, if Yes or No; how do you feel about work?
16. What challenges youths in this community are experiencing, which is preventing
career development opportunities and achievements?
17. What influences citizens in this community contribute to youth’s career development?
18. How do you feel about influences from peer pressure that might have m\ay have an
impact on your career development?
19. Do you feel it would be better living out of your community would help you achieve
another career, if yes or No, Explain.
20. What measures do you believe policyholders and politicians could take to help youths
whose career future is affected, because of the Socio- economic?
21. What co-coping measures do you take to manage and motivate you with any of these
challenges in your community?
22. What do you believe about having a career Development Practitioner to assist you
with your career path, and decision-making? If yes explain how
23. 18. How do you feel about this research?
24. Did you get career guidance? If yes explain, if not would it make a difference with
life choices? What career interests do you have for your life goals?
Did you achieve your career interest nod attending school or any training institution? If yes
or explain
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