Event Title

The Development of Academic Resiliency among Survivors of Adverse Childhood Experiences

Presenter Information

Guadalupe Valdivia

Presentation Type

Oral Presentation

Major

Educational Leadership and Curriculum

Category

Humanities and Letters

Session Number

14

Location

RM 218

Faculty Mentor

Dr. John Winslade

Juror Names

Kimberly Cousins

Start Date

5-16-2019 4:30 PM

End Date

5-16-2019 4:50 PM

Abstract

The discussion about the effect of high school paid work experience (HS-PWE) influencing university students’ future orientation for the domain of work-career (FO-WC), has received little attention. The limited empirical research available shows inconsistencies and mixed results of the factors that influence FO-WC. This study examined the impact of HS-PWE in FO-WC among low-income ethnic minority university students. A quantitative approach, quasi-experimental design explored the research question using only a single subject group, one-time post-test questionnaire (Creswell, 2014). Donald E. Super’s career development theory was used to explore the research question (Super, 1978; Super, 1980). A university student sample completed the Future Orientation Questionnaire for the domain of Work-Career, which consists of the components cognition, motivation, and behavior (FOQ-WC; Seginer, 2009). Using FOQ-WC, an independent t-test was conducted to determine differences between No HS-PWE (group 1) and Yes HS-PWE (group 2) FOQ-WC total mean scores. A separate Chi-square test was conducted to determine the relationships between HS-PWE (group 1, group 2) and status of currently working in/or- moving closer to the career students’ wish to have (No, Yes). Preliminary results illustrated a complex picture and encouraged further research to clarify the impact of HS-PWE in FO-WC among low-income ethnic minority university students. In conclusion, career awareness and exploration helped HS students develop, explore and construct a career plan, which eventually fostered FO-WC during their attendance in a higher education institution.

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May 16th, 4:30 PM May 16th, 4:50 PM

The Development of Academic Resiliency among Survivors of Adverse Childhood Experiences

RM 218

The discussion about the effect of high school paid work experience (HS-PWE) influencing university students’ future orientation for the domain of work-career (FO-WC), has received little attention. The limited empirical research available shows inconsistencies and mixed results of the factors that influence FO-WC. This study examined the impact of HS-PWE in FO-WC among low-income ethnic minority university students. A quantitative approach, quasi-experimental design explored the research question using only a single subject group, one-time post-test questionnaire (Creswell, 2014). Donald E. Super’s career development theory was used to explore the research question (Super, 1978; Super, 1980). A university student sample completed the Future Orientation Questionnaire for the domain of Work-Career, which consists of the components cognition, motivation, and behavior (FOQ-WC; Seginer, 2009). Using FOQ-WC, an independent t-test was conducted to determine differences between No HS-PWE (group 1) and Yes HS-PWE (group 2) FOQ-WC total mean scores. A separate Chi-square test was conducted to determine the relationships between HS-PWE (group 1, group 2) and status of currently working in/or- moving closer to the career students’ wish to have (No, Yes). Preliminary results illustrated a complex picture and encouraged further research to clarify the impact of HS-PWE in FO-WC among low-income ethnic minority university students. In conclusion, career awareness and exploration helped HS students develop, explore and construct a career plan, which eventually fostered FO-WC during their attendance in a higher education institution.