Although much has been written about the relationship between career maturity and career decision self-efficacy of college students, the literature review provided no studies that investigated the relationship between career maturity, career decision self-efficacy, and self-advocacy; therefore the purpose of this study was to explore the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities. An increasing number of college students with disabilities are attending postsecondary institutions, and the figures are continuing to increase; however, students with disabilities earn lower grades in college than their peers without disabilities, take longer to complete their degrees, have higher dropout rates, and are more likely to be unemployed after college. This quantitative study responds to recent calls in the postsecondary literature for individuals with disabilities to be better prepared when they transition from college. Participants included 347 postsecondary students, 89 of whom reported having a disability. Primarily focused on students with disabilities, this study gathered information regarding postsecondary students' attitudes toward careers, beliefs in their ability to pursue careers, and their self-advocacy knowledge in order to investigate the relationship among them. This study provides empirical support that there is a relationship between career maturity, career decision self-efficacy, and self-advocacy. The results of the correlation, MANOVA, ANOVA, and hierarchical regression analyses provided four major findings and implications. First, there was a positive correlation between career maturity, career decision self-efficacy, and self-advocacy of college students with and without a disability. Second, the results of the study indicated that students without a disability had higher levels of career maturity and self-advocacy than students with a disability; however, the self-efficacy scores were similar for students with and without a disability. Third, the results of the study focusing specifically on students with disabilities indicated that the career maturity of students who had a high level of self-advocacy was higher than for the students who had a low level of self-advocacy. However, there was no difference in levels of self-advocacy and career decision self-efficacy of college students with disabilities. Fourth, the results of this study focusing specifically on students with disabilities indicated that self-advocacy and career decision self-efficacy were the only variables that positively affected career maturity. Implications and directions for future research are discussed.

ABSTRACT THE RELATIONSHIP OF LIFESTYLE AND PSYCHOLOGICAL BIRTH ORDER WITH CAREER DECISION SELF-EFFICACY by Ronald M. Herndon Over the course of the last several decades Adlerians have demonstrated the vocational utility of Individual Psychology and the constructs of lifestyle and psychological birth order in determining career interests, preferences, and choices (Watkins, 1984a; Watts & Engels, 1995). However, these constructs have not been examined in terms of their relationship to career decision self-efficacy (CDSE). This study examined the relationship of the Adlerian lifestyle and psychological birth order constructs with CDSE among undergraduates (N = 156) at a major southeastern university. Participants were administered a survey packet containing a demographic questionnaire, the BASIS-A Inventory, the White-Campbell Psychological Birth Order Inventory (PBOI), and the Career Decision Self-Efficacy Scale (CDSES). The BASIS-A Inventory and the PBOI are instruments measuring the Adlerian constructs of lifestyle and psychological birth order. Both of these instruments do not yield a singular overall score for these constructs. Rather, scores are reported as scale totals corresponding to the factors associated with these constructs. The CDSES is an instrument measuring career decision self-efficacy, which yields scores for the overall measure as well as the scales corresponding to the factors associated with the construct. Results indicate that many statistically significant relationships exist among the factors of lifestyle with the factor scales of CDSE and overall CDSE, including belonging/social interest (BSI) and striving for perfection (P) subscale. Further, the P subscale proved to be a statistically significant predictor of overall CDSE (ρ < .05). The factors of psychological birth order had fewer statistically significant relationships with CDSE and associated factors and did not demonstrate statistically significant predictive ability with CDSE. The significant relationships and predictive ability of specific factors of the lifestyle construct, as well as the significant relationships of psychological birth order, found in this study have implications for increasing the theoretical knowledge base and vocational applicability of Individual Psychology as well as gaining further practical understanding of utilizing these constructs in counseling and vocational assessment.

The purpose of this study was to assess the career aspirations, career maturity and career decision-making self-efficacy among youth in the Texas 4-H Healthy Lifestyles Program. While career development is a life-long process, the adolescent years are a critical time for youth to explore and confirm their career choices, which is seen as a major turning point in one’s life. A random sample of 350 was used to gather information from senior 4-H members who participate in the 4-H healthy lifestyles program. Data were collected with the use of an online survey instrument and resulted in a total of 170 responses (48.6%) with 127 of the responses (36.3%) being complete and usable. A scale developed by the researcher was used to measure the impact involvement in the 4-H healthy lifestyles program had on youths’ career development. Very low, positive relationships were discovered between the healthy lifestyles program impact statements and years in 4-H; however, they were not significant. The Career Maturity Inventory (CMI) was incorporated into the online research instrument. The career maturity of the 4-H members was found to be greater than the high school norms. Significant differences were discovered based upon age. Very low, positive correlations were found for the CMI scores based upon years in 4-H; however, correlations were not significant. No significant differences were found for career maturity based upon gender. The Career Decision Self-Efficacy – Short Form (CDSE-SF) was also used in the data collection process to reveal the confidence in youth to make career decisions. Results indicate the 4-H members have good confidence in making career decisions. Females outscored males on the total mean score and four of the five sub-scales; however, the only significant difference based on gender was for problem solving. Significant differences were also discovered based upon age. When compared to years in 4-H, very low, positive correlations were found for the CDSE-SF mean score and all five sub-scales; however, only some were found to be significant. The results indicate that participation in the 4-H healthy lifestyles program has had an impact on career choice and development. Youth have a readiness to make career decisions, and high levels of confidence in completing tasks necessary to make decisions about careers. However, years in 4-H and the highest level of participation in healthy lifestyles program activities did not have a statistically significant impact on youths’ career development. Feedback provided by youth on what the 4-H program can do to promote youth career interests and choice, guided some of the recommendations provided by the researcher.

Career development and career planning are important for the transition of college students to the workforce. College students with disabilities encounter more challenges regardless of the education and career processes. These career development challenges include societal attitudes toward persons with disabilities, inaccessible accommodations, lack of social support, and ambivalent identities. These attributions may cause college students with disabilities to have lower career self-efficacy and outcome expectations, which in turn may lessen one’s motivation to engage in academia and career development (Gibbons, Justina, Cihak, Wright, & Mynatt, 2015). Hence, this study examined the influences of disability identity, ethnic identity, perceptions of career barriers, and social supports in career decision self-efficacy and outcome expectations of college students with disabilities. This study utilized a cross-sectional survey design and included a valid sample of 312 college students with disabilities at two universities, one Midwestern and one Southeastern. The most important predictor was social support, which uniquely explained 8.5% of the variation in career decision self-efficacy, β = .327, t(302) = 5.730, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .232, t(302) = 4.162, p < .001), disability identity (β = .158, t(302) = 2.897, p = .004), and male gender (β = -.098, t(302) = -1.994, p = .047). Accounting for 57.2% of the variance, career outcome expectation was explained by all seven predictor variables, disability identity, ethnicity identity, social support, perceived career barriers, career self-efficacy, ethnicity and gender. The most important predictor was career decision self-efficacy which uniquely explained 24.1% of the variation in career outcome expectation, β = .595, t(302) = 13.054, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .167, t(302) = 3.721, p < .001), and perceived career barriers (β = -.104, t(302) = -2.411, p = .017), controlling for other variables respectively. A significant relationship was found between career decision self-efficacy, ethnicity identity, and perceived career barriers with career outcome expectation of college students with disabilities. Moreover, Hispanic college students with disabilities reported positive ethnicity identity compared to European students. African and Asian college students with disabilities perceived more career barriers than their European counterparts. Finally, college students with acquired disabilities reported higher career outcome expectations than those with congenital disabilities. The results of this study provide faculty, administrators, disability support specialists, and career counselors in postsecondary institutions with the ability to recognize the needs and expectations of college students with disabilities. Also, constructing effective career services, fostering multicultural competencies, and promoting an inclusive campus climate would benefit college students with disabilities’ academic retention and career transitions to competitive employment.

Doctor of Philosophy / Department of Special Education / Kenneth F. Hughey / This study investigated the impact of a seven-session career intervention in a First Year Experience course on the dysfunctional career thoughts, locus of control, and career decision self-efficacy of underprepared college students. The career intervention was based on the cognitive information processing approach to career decision making (Peterson, Sampson, & Reardon, 1991; Peterson, Sampson, Reardon, & Lenz, 1996; Reardon, Lenz, Sampson, & Peterson, 2000; Sampson, Reardon, Peterson, & Lenz, 2004) and utilized the CTI workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b). Participants in the study were full-time freshmen enrolled in remedial academic courses at a small, open-enrollment institution. The study was a Nonequivalent Control Group design with delayed posttest. Ten hypotheses were identified and tested. The Career Thoughts Inventory, the Rotter IE Scale, and the Career Decision Self-Efficacy-Short Form were administered at pretest, posttest, and delayed posttest. ANCOVA was used to analyze differences between the mean scores by group for each of the dependent variables. In addition, dependent t-tests were used to examine the differences between the mean scores within group for each of the dependent variables. Results of this study indicated that underprepared students who participated in the career intervention significantly improved dysfunctional career thoughts on all variables from pretest to posttest. Further, improvement in dysfunctional career thoughts was maintained four weeks after the intervention. Significant differences were also found at posttest between the treatment and control groups for CTI Total and Decision-Making Confusion. In addition, a significant positive correlation was found between dysfunctional career thinking and locus of control, indicating the participants with higher levels of dysfunctional career thoughts also had a more external locus of control. Locus of control was not significantly different from pretest to posttest in the treatment group; however, locus of control did become more internal following the intervention. At delayed posttest, locus of control of the treatment group was not significantly different from Rotter’s (1966) normative sample while the control group continued to be significantly more external than the normative sample. While career decision self-efficacy was not significantly different from pretest to posttest, students’ scores indicated confidence in their ability to perform career tasks.

The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence their career development. This study examined the relationship between career decision self-efficacy, ethnic identity, academic self-concept, and achievement of African American high school students. The sample consisted of African American high school students enrolled in Upward Bound programs. Through quantitative methods, this study adds to the career development literature by including ethnic identity, academic self-concept, and achievement as combined factors that may impact the career development of African American adolescents. Specifically, the results of this study assists teachers, administrators, parents, and school counselors with understanding career decision self-efficacy as it relates to ethnic identity, academic self-concept, achievement, and demographic variables. This study also provides implications for career counseling interventions in schools designed to assist with career development.

Deficits in career decision making self-efficacy, career decidedness, and academic motivation have contributed to prolonged cycles of poverty, an increase in the number of years it takes to complete an undergraduate degree, and an upsurge in the amount of financial debt incurred. Recurrently, students are saddled with large amounts of debt for a degree that was never attained. One group heavily affected by this phenomenon is African American urban adolescents (AAUA). This quantitative study used a social cognitive career theory framework and a repeated-measures research design to examine whether a significant change in scores occurred from Time 1 to Time 2 on the Career Decision Self- Efficacy Scale—Short Form (CDSE-SF), Career Decision Scale (CDS), and Academic Motivation Scale—High School (AMS-HS). African American adolescents attending an urban high school in a midwestern state participated. Students were surveyed before and after completing the Strong Interest Inventory and participating in an educational session designed to aid them in making career and educational choices. Paired-samples t tests revealed no significant changes in scores on the CDSE-SF, CDS, or AMS-HS. However, findings from Pearson correlations suggest that career self-efficacy is largely correlated with both intrinsic and extrinsic motivation. This research contributes to social change by informing urban school districts and families of the need to deliver comprehensive career exploration programming for AAUA. This programming has the potential to aid students in making educational choices that align with their expected career paths, reduce their time to completion in postsecondary programs, and increase their potential for economic stability. Assessing

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The disparity in hierarchical achievement between African American (black) and Caucasian (white) professionals is a known issue in corporate America. Although many organizations have pledged their commitment to closing this gap through programs aimed at increasing the diversity leadership pipeline, little progress has been made to increase the diverse representation in firms. Despite the many obstacles that hinder black managers from rising to leadership positions in U.S. firms, some have found a path to organizational success. Practitioners and scholars alike acknowledge that explicit racism in corporations is no longer openly accepted. Instead, the literature reveals more subtle forms of race-based insults directed toward people of color, racial microaggressions. This research used semi-structured interviews to explore how African American leaders who have achieved career success in large and mid-sized firms cope with the chronic racial microaggressions that occur at the workplace. Furthermore, I explored the implications of those coping strategies on their confidence and ability to make decisions that affect their careers, and ultimately the subsequent career progression associated with their career decisions. This analysis concluded that a relationship exists between methodologies employed to cope with microaggression stresses, career decision-making confidence, and career progression with black professionals. The study results suggest that acknowledging chronic racial microaggression stressors in the workplace by black professionals and using coping mechanisms that approach the stressors as problems to be addressed and solved rather than avoided may be a more likely path to organizational success. / Business Administration/Interdisciplinary

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