Abstract
The purpose of this study was to investigate the relationship between first-generation status and the value of career readiness competencies of first-generation undecided students (n = 106) and their parents (n = 178), explored through social cognitive career theory and Bourdieu’s theory of habitus and social and cultural capital. A non-experimental design using a non-random sample revealed, through an independent t-test, statistically significant differences in global/intercultural competency among students based on their first-generation status. The results of a multiple linear regression analysis suggest that parents’ values are associated with students’ values and professionalism/work ethic; however, no relationship was found between students’ first-generation status and their values. Discussion and implications reinforce the importance of partnering with parents to support students in developing career competency values. Limitations and recommendations for future research are discussed.
Keywords
first-generation college students, career readiness, social cognitive career theory, capital and habitus, undecided major
ORCID Identifiers
Nicole M. Kotlan: https://orcid.org/0000-0001-5320-7740
Evan W. Faidley: https://orcid.org/0000-0002-0097-023X
DOI
10.5038/2577-509X.9.2.1354
Recommended Citation
Kotlan, N. M., & Faidley, E. W. (2025). Career readiness competencies among first-generation undecided students and their parents in the United States. Journal of Global Education and Research, 9(2), 108-124. https://www.doi.org/10.5038/2577-509X.9.2.1354
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