• Skip to main content
  • Skip to after header navigation
  • Skip to site footer
ERN: Emerging Researchers National Conference in STEM

ERN: Emerging Researchers National Conference in STEM

  • About
    • About AAAS
    • About the NSF
    • About the Conference
    • Partners/Supporters
    • Project Team
  • Conference
  • Abstracts
    • Undergraduate Abstract Locator
    • Graduate Abstract Locator
    • Abstract Submission Process
    • Presentation Schedules
    • Abstract Submission Guidelines
    • Presentation Guidelines
  • Travel Awards
  • Resources
    • Award Winners
    • Code of Conduct-AAAS Meetings
    • Code of Conduct-ERN Conference
    • Conference Agenda
    • Conference Materials
    • Conference Program Books
    • ERN Photo Galleries
    • Events | Opportunities
    • Exhibitor Info
    • HBCU-UP/CREST PI/PD Meeting
    • In the News
    • NSF Harassment Policy
    • Plenary Session Videos
    • Professional Development
    • Science Careers Handbook
    • Additional Resources
    • Archives
  • Engage
    • Webinars
    • ERN 10-Year Anniversary Videos
    • Plenary Session Videos
  • Contact Us
  • Login

Career Intervention Effects on Agricultural Students’ Career Development at an HBCU

Graduate #107
Discipline: Social, Behavioral, and Economic Sciences
Subcategory: Social Sciences/Psychology/Economics

Katherine A. Johnson - Tennessee State University


Self-efficacy has been found to be a factor in African American career development in engineering and computer majors (Lent et al., 2015; Lent, Lopez et al., 2008). African American students are less likely to use themselves in certain occupations (DeVaney & Hughey, 2000) and have barriers, such as study skills, ethnic identity, and financial issues, to their career development (Luzzo, 1993). Supports, such as parental (Raque-Bogdan et al., 2013) and peer (Falconer & Hays, 2006), and ethnic identity (Tovak-Murray et al., 2012) have been shown to be influential in career aspiration and development. However, there is a gap in the literature focusing on African American agricultural students and these concepts. For this analysis, a control group was not appropriate for this research question. A correlational analysis was conducted between the variables of STEM self-efficacy, coping efficacy, STEM interests, technology interests, supports, barriers, and ethnic identity. Results showed 9 of 28 correlations were significant, with significant correlations ranging from .261 to .662, p < .005. Implications for practice and future research will be discussed. References: DeVaney, S.B., & Hughey, A.W. (2000). Career development of ethic minority students. In D.A. Luzzo (ed.), Career Counseling of College Students: An Empirical Guide to Strategies That Work (p. 233-252). doi:10.1037/10362-013 Falconer, J.W., & Hays, K.A. (2006). Influential factors regarding the career development of African American college students. Journal of Career Development, 32(3), 219-233. doi:10.1177/0894845305279166 Lent, R.W., Lopez Jr., A.M., Lopez, F.G., & Sheu, H-B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73, 52-62. doi:10.1016/j.jvb.2008.01.002 Lent, R.W., Miller, M.J., Smith, P.E., Watford, B.A., Hui, K., & Lim, R.H. (2015). Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity. Journal of Vocational Behavior, 86, 77-85. doi:10.1016/j.jvb.2014.11.004 Luzzo, D. (1993). Ethnic differences in college students’ perceptions of barriers to career development. Journal of Multicultural Counseling & Development, 21(4), 227-236. doi:10.1002/j.2161-1912.1993.tb00233.x Raque-Bogdan, T.L., Klingaman, E.A., Martin, H.M., & Lucas, M.S. (2013). Career-related parent support and career barriers: An investigation of contextual variables. The Career Development Quarterly, 61, 339-353. doi:10.1002/j.2161-0045.2013.00060.x Tovar-Murray, D., Jenifer, E.S., Andrusyk, J., D’Angelo, R., & King, T. (2012). Racism-related stress and ethnic identity as determinants of African American college students’ career aspiration. The Career Development Quarterly, 60, 254-262.

Funder Acknowledgement(s): This study was supported in full by an NSF HBCU-UP grant awarded to Marie S. Hammond, Department of Psychology, Tennessee State University, Nashville, TN.

Faculty Advisor: Marie S. Hammond, mhammond1@tnstate.edu

Role: For this abstract, I conducted the literature review, ran the statistical analyses, and wrote the abstract.

Sidebar

Abstract Locators

  • Undergraduate Abstract Locator
  • Graduate Abstract Locator

This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

1200 New York Ave, NW
Washington,DC 20005
202-326-6400
Contact Us
About Us

  • LinkedIn
  • Facebook
  • Instagram
  • Twitter
  • YouTube

The World’s Largest General Scientific Society

Useful Links

  • Membership
  • Careers at AAAS
  • Privacy Policy
  • Terms of Use

Focus Areas

  • Science Education
  • Science Diplomacy
  • Public Engagement
  • Careers in STEM

Focus Areas

  • Shaping Science Policy
  • Advocacy for Evidence
  • R&D Budget Analysis
  • Human Rights, Ethics & Law

© 2023 American Association for the Advancement of Science