A career readiness typology and typal membership in middle school

Career Development Quarterly, Sept, 2004 by Patrick Akos, Tim Konold, Spencer G. Niles

Consequently, middle school students who are undecided but engaged in the career development process by learning more about themselves in relation to career options are moving in a direction that is developmentally appropriate. Middle school students who are undecided and not engaged systematically in the career development process (termed diffuse in identity development literature) are at risk for encountering career development tasks for which they are not prepared (e.g., making appropriate curriculum choices, identifying appropriate postsecondary plans, developing employability skills). Additionally, students who have committed prematurely, without exploration, may be foreclosed in terms of career identity. It seems that distinct career identities, based on information and decision-making needs, may emerge in middle school.

Assessing, and understanding, the precise nature of career readiness in middle school may be especially relevant to identifying students who may encounter subsequent difficulties (e.g., career indecision) in their career development. One promising way to conceptualize student career decision making is the identification of career readiness types, which are homogeneous subgroups of students who display similar patterns of needs. By identifying career readiness types, counselors might be able to tailor interventions to meet individual needs. Cluster analysis has been used throughout numerous disciplines to understand the nature of individual differences related to dyslexia (Satz, Morris, & Fletcher, 1985) and learning disabilities (Konold, Glutting, & McDermott, 1997; McKinney & Speece, 1986). Through cluster analysis it is also possible to determine if demographic (e.g., gender, race) or school-related factors (e.g., achievement, ability), identified as salient in previous career development research (Gottfredson, 1981; Khan & Alvi, 1985; Miller, 1988; Phinney & Tarver, 1988), are also significant to career readiness types (e.g., decision-making needs).

The purpose of this study was to investigate the levels of career readiness and the career development needs of eighth-grade students. Specifically, we asked, (a) What are current levels of career readiness for eighth-grade students? (b) Can a career readiness typology be developed for eighth-grade students? and (c) Do sociodemographic factors influence typal membership?

Method

Participants

Six hundred and twenty-nine eighth-grade students, from four middle schools in the southeastern United States, participated in the study. These purposefully selected middle schools represented a divergent racial (i.e., from 1% to 76% minority), economic (i.e., from 18% to 37% lunch assistance), and ecological (i.e., two rural schools and two urban schools) sampling. The overall sample included representation of girls (n = 310; 49%) and minority students (30% African American, 4% Latino, and 3% Asian). As an indication of socioeconomic status (SES), the sample included 144 students (23% of the sample) who received free or reduced-price lunches. Fourteen percent of the students received special education services, and 3% received English as a second language services.