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African-American/Black and Hispanic/Latinx racial populations are underrepresented in the healthcare field relative to their overall representation of the United States population. Previous studies have identified programs as one source to combat this issue. In this study, a Health Careers Opportunity Program (HCOP) is explored to gain early insight into the participants’ experience. The transformative learning theory was used as a lens to uncover elements employed by the students to display signs of developing self-empowerment to overcome challenges. A qualitative, case study approach was used to design the study. Data instruments included several program artifacts: 1) original application package, 2) transcripts, 3) one-on-one coaching session notes, 4) case management plan recommendations, 5) requirements verification form results, and 6) observations from the end of year one session. Additionally, interviews and an end of the year questionnaire were collected specifically for this study. Artifacts were collected from all fifteen students in HCOP. Four of the fifteen students served as study participants and provided interviews in addition to completing the end of year questionnaire. As 60% of the students quit the program at the end of the first year, results indicated that overall the remaining students valued and found the HCOP Ambassador Program to be useful, especially the one-on-one coaching sessions. Participation in HCOP yielded in an increase in overall average GPA, yet a decrease in combined average GPA for critical science and math courses. Time management skills and study skills need improvement. Through the lens of the transformative learning theory, results revealed that students are somewhat self-aware, yet need additional support in changing long-term academic behaviors. The future design and structure of program activities should be modified to increase the likelihood of retaining a greater percentage of students. Recommendations for future HCOP Ambassador Program changes include: 1) increase participant input for suggested program workshops and activities, 2) provide more hands-on experience and career related activities, and 3) develop ways to improve soft skills for participants. Additional recommendations were aimed at the funding agency to encourage HCOP awardees to publish and disseminate best practices in order to determine short-term and long-term impacts of HCOP. Lastly, the principal investigator of an awarded HCOP should provide more specificity in the design of HCOP programs in order to best meet the needs of the target population. Future research is needed to determine the long-term impact of the UB HCOP Ambassador Program on its participants with regard to success in matriculation into graduate health professions degree programs. / Educational Leadership

Yes / The four theories—gendering of careers, glass ceiling, gender stereotypes and work-life balance—of the lack of inclusion of women in the technology sector have a certain face validity when looking at Nigeria, a historically patriarchal nation undergoing significant growth in penetration and diffusion in the technology sector. Consequently, this article is the first to further develop these theories through a critical realist exploration of the experiences of female senior managers in the Nigerian technology sector. The findings show that women technology leaders are ambitious and driven to scale the barriers to senior management roles. These four theories are extended by providing empirical data and insights into how this phenomenon is experienced differently in the Global South. The article recommends that organizations implement policies that support skilled and high-potential women employees to fulfill their career aspirations, thereby disrupting stereotypes and changing the dominant, masculine narrative of the technology industry. / The full-text of this article will be released for public view at the end of the publisher embargo on 19th Dec 2023. / Research Development Fund Publication Prize Award winner, June 2022.

Career choice is governed by what individuals value and their perception of the realities that exist in a given field. Agriculture career education of gifted and talented students, therefore, must begin with an assessment of the values of the students, their assumptions regarding fields within the agriculture industry, and factors that influence their career decisions. This descriptive study summarized values and perceptions held by participants in the 2006 Virginia Governor's School for Agriculture (VGSA). Originally, the VGSA hosted 98 students; one student withdrew from the program. The results of the study confirmed that there is still much controversy and misunderstanding about agriculture and careers in the agriculture arena. The testing process included a survey of career values called the Values Scale. This instrument was developed by Dorothy Nevill and Donald Super and last updated in 1989. The 106-question survey measured 21 personal career values of participants. Follow-up data were collected gauging the students' thoughts on agriculture careers, agriculture companies, their individual career goals, and the influences that shaped their career decisions. The career values of the VGSA Class of 2006 were surprisingly similar to high school student data collected in 1989. There were slight decreases in the value placed on economic rewards and security, but many of the other values mirrored past national data. Most students (n=73) were able to name five agriculture careers with "farmer" garnering most of the responses; however, 29 students did not name a single agriculture company. A majority of the students (n=56) stated that they had made a career decision; however, most of these (n=32) also stated their career was not in the field of agriculture. Half of those having a career goal made their decision prior to their sophomore year in high school. Parents were named by the students as the greatest single influence on career decision among ten choices. School experiences, work experiences, and people who work in the field were also high among influences. Suggestions for further research include identifying effective methods of agricultural career exploration within VGSA and value comparisons between gifted students and the general student population. / Ph. D.

Yes / Purpose - Within nursing, there appear to be two enduring sets of assumptions: firstly, that woman with children should prioritise the care of children; and secondly, that nursing standards require nurses to put their profession above other priorities. Commitment is linked to full-time working this contrasts sharply with the reality for many women with children who need to work part-time and are not able to change or extend working hours. Design/methodology/approach - This qualitative research involved the use of 32 in-depth interviews with thirty-two female registered nurses with children and without children. They were employed in ‘acute’ nursing where aged between 25 to 60 years old and employed in registered grades ‘D’ to ‘senior nurse manager’. They worked or had worked on a variety of employment conditions, some, but not all, had taken career breaks. The rationale for exclusively selecting women was based on the need to identify and describe organisational, situational, and individual factors related to women and the associations and barriers which affect their careers. Findings - In a female dominated profession, we find the profession resisting attempts to make the profession more accessible to women with young children. The career progression of women with children is inhibited and this is driven in part by a determination to maintain ‘traditional’ employment practices. Originality/value – This paper develops Heilman's argument that the restructuring of employment has lead to work intensification which stokes gender tensions. These findings are relevant across many areas of employment and they are significant in relation to broadening the debate around equal opportunities for women.