Abstract

Undergraduate students who are the first in their immediate family to go to college represent a unique population on campus deserving special attention to their educational and career development needs. We explored career development characteristics of first-generation college students and compared them to those who are not first-generation, using Lent, Brown, and Hackett’s (1994) social cognitive career theory as a theoretical base. Findings indicated significant differences between the 2 groups, and the importance of college self-efficacy and college outcome expectations for the career aspirations of first-generation college students.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 248-262
Launched on MUSE
2016-04-22
Open Access
No
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