In the next five years, millions of jobs in STEM-related occupations will be available, but with only twenty percent of college graduates earning bachelor's degrees in STEM fields, the pipeline problem persists. Research has demonstrated that students' career awareness significantly influences consideration of STEM careers. According to cognitive and career development theory, career awareness (knowledge of the requisites, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can facilitate programming changes that will minimize premature circumscription of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. The viability of the EA-CAI instrument for use in contemporary educational settings was examined in this research. Results from the research showed that the EA-CAI instrument demonstrated correct terminology, content and construct validity, readability, and reliability. Moreover, the research results showed that early adolescent learners could demonstrate aspects of career awareness in response to EA-CAI items, and that the EA-CAI instrument could measure the career awareness of early adolescent learners on a continuum. / Doctor of Philosophy / Millions of jobs in STEM-related occupations are available, but comparatively few college graduates are earning bachelor's degrees in STEM fields. Research has demonstrated that students' awareness of these career options significantly influences consideration of STEM careers. Career awareness (knowledge about the requirements, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can lead to educational programming changes that will minimize students' elimination of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. This research examined the viability of the EA-CAI and showed that the instrument consistently measured what it was designed to measure--the career awareness of early adolescent learners.

There is a lack of research on what it means to be college and career ready at the middle school level, and this creates confusion for students when they enter high school and must select courses that are aligned with their college and career goals. This study sought to understand how the Schools to College and Career (S2C) Readiness Program impacts middle school students at the charter school. In order to understand this impact, the study looked at how the S2C Readiness Program relates to students’ understanding and awareness of CCR at the school. Using a quantitative approach this study will sought to answer: What factors influence middle school students' awareness of college and career options after completing the S2C Readiness Program? To answer the guiding question middle school students completed two surveys. Archival data was also collected and analyzed. The results from the student survey responses showed an increase in interest in different careers as student performance level (measured from MAP score) increased. Furthermore, as students completed the S2C Readiness Program, their understanding of basic skills and content knowledge also increased. The results did show an increase in engagement and interest in their S2C elective courses. Also, students responded with an understanding of what it means to be college and career ready as they completed the S2C Readiness Program. There was also an increase in students seeking to understand what it means to be college and career ready as students get older. The research did not support a positive link between S2C elective class choice and college and career awareness. Many students responded that they did not explore college and career interests in their S2C class or on their own and did not engage in projects related to college and careers in their S2C elective class. This study sought to understand this impact, the study looked at how the S2C Readiness Program impacted students’ understanding and awareness of CCR at the charter school. Knowing that many students do not have the skills and tools necessary to be college and career ready this study hoped to provide insight for improving the S2C Readiness Program at the charter school. This research provided recommendations for improving the S2C Readiness Program at the charter school as well as college and career education opportunities in middle schools in general. This dissertation concluded with recommendations for future research to support such initiatives from elementary to the high school level.