Graduate Thesis Or Dissertation
 

The effects of career planning on self-concept and academic achievement of at-risk middle school students in an urban public school environment

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  • The purpose of this study was to determine the effects of a six-week career planning dropout prevention program on the self-concepts and academic achievement of at-risk middle school students in an inner-city public school environment. The research population consisted of 1,434 students (grades seven, eight and nine) attending an inner city public junior high school in south-central Los Angeles, California. The selection of the research site and sample was based on the assumption that the student population met the criteria and demographic profile of at-risk students: Students are from low-income and/or single parent families; have low achievement scores in reading and mathematics; exhibit a high incidence of truancy, absenteeism and teenage pregnancy; have low career aspirations and plans; and exhibit other related characteristics of at-risk students. The study was conducted from September, 1993 to January, 1994 (fall semester, 1993). All students were selected by random procedure from grades seven, eight and nine. The experimental group consisted of 195 students enrolled in a woodworking class. The control group consisted of 1,239 students who were not enrolled in a woodworking class but were enrolled in other elective classes. The experimental treatment consisted of a six week career planning dropout prevention program. The career planning dropout prevention program was infused into the 20-week woodworking class during the 6th through 12th week, and consisted of seven interrelated topics and lesson plans. The objectives of the study were to research and explore career interests and options, and to construct personal career planning portfolios for students in the experimental group. It was concluded that: a) There were no significant differences between pre and post measures of self-concept in the experimental group, b) There was no significant difference in the pre and post academic achievement scores between the control and experimental groups, c) There was a substantial increase int he academic achievement scores of the experimental group, but this increase did not equal or exceed the alpha value.
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