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Journal of Career Development
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The Relationship Among Support, Ethnic Identity, Career Decision Self-Efficacy, and Outcome Expectations in African American High School Students

Applying Social Cognitive Career Theory

George V. Gushue

Teachers College, Columbia University, gvg3{at}columbia.edu

Melissa L. Whitson

Teachers College, Columbia University

This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision self-efficacy and teacher support is positively related to career decision self-efficacy and career outcome expectations. No relationship is found between ethnic identity and either self-efficacy or outcome expectations. The findings confirm the importance of considering contextual supports in career counseling and education. Limitations, implications for counseling, and suggestions for future research are discussed.

Key Words: african american/black • adolescent • career development • social cognitive career theory • social support • ethnic identity

Journal of Career Development, Vol. 33, No. 2, 112-124 (2006)
DOI: 10.1177/0894845306293416
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Home page
 Journal of Career AssessmentHome page
R. D. Duffy and E. A. Klingaman
Ethnic Identity and Career Development Among First-Year College Students
Journal of Career Assessment, August 1, 2009; 17(3): 286 - 297.
[Abstract] [PDF]