The Relationship Among Support, Ethnic Identity, Career Decision Self-Efficacy, and Outcome Expectations in African American High School Students Applying Social Cognitive Career Theory

• Published in: Journal of career development Vol. 33; no. 2; pp. 112 - 124
• Main Authors: Gushue, George V., Whitson, Melissa L.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA Sage Publications 01-12-2006; SAGE Publications
• Subjects: African American Students; Career Choice; Career Counseling; Career Decision Making Self Efficacy Scale; Decision Making; Epistemology; Ethnicity; Expectation; Grade 9; High School Students; Multigroup Ethnic Identity Measure; Parent Influence; Self Efficacy; Social Theories; Teacher Influence; United States (Northeast); Urban Youth; social support; african american/black; adolescent; career development; ethnic identity; social cognitive career theory
• ISSN: 0894-8453; 1556-0856
• DOI: 10.1177/0894845306293416

This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed.