Differences in Future Orientation for University Students with and without High School Paid Work Experience

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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.