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STEM-Related Career Development of Immigrant and International College Students at an Historically Black University
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Author(s): Marie S. Hammond (Tennessee State University, USA), Amy B. Berman (Southern Arizona VA Health Care System, USA), Andrew M. Reid (Tennessee State University, USA), Michael O. Oyeteju (Tennessee State University, USA)and Matthew Kettelhake (University of North Dakota, USA)
Copyright: 2021
Pages: 30
Source title:
Examining the Career Development Practices and Experiences of Immigrants
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Kenneth Kungu (Clayton State University, USA)
DOI: 10.4018/978-1-7998-5811-9.ch002
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Abstract
Post-secondary education serves as a transition between secondary education and the world of work for many individuals, including visiting international students and immigrants. These latter groups are present on campuses in the U.S. bringing varying goals and beliefs. However, little research or practice could be found to address the potential career development needs of this group. This chapter explores the role of gender, academic major, and familial influences on a sample of immigrant and international students' career development (n = 125). Participants completed STEM-specific measures of career interest and commitment. Data were analyzed for differences between Immigrant and International students, genders, and institution type, finding significant differences on four career development measures. Significant differences were also found between groups on three of the six contextual factors, and on comparisons to other diverse samples.
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