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Journal of Career Development
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Rural Appalachian Youth’s Vocational/Educational Postsecondary Aspirations

Applying Social Cognitive Career Theory

Saba Rasheed Ali

University of Iowa

Ellen Hawley McWhirter

University of Oregon

This study investigates the relationship between postsecondary aspirations and vocational/educational self-efficacy beliefs, outcome expectations, perceived educational barriers, and sources of support among a sample of rural Appalachian high school students. Using Social Cognitive Career Theory as the theoretical framework, vocational/educational aspirations are examined in terms of four specific postsecondary pathways common to rural Appalachian students (work, vocational technical, bachelor’s only, and professional). Results indicated vocational/educational self-efficacy beliefs, college outcome expectations, likelihood of encountering barriers to postsecondary education, and socioeconomic status contribute significantly to the discriminant function predicting the post-secondary pathways. This research extends previous work in this area by examining an understudied group, rural Appalachian adolescents. Implications of the results and suggestions for future research are provided.

Key Words: Appalachian students • vocational and educational aspirations • noncollege-bound youth • SCCT • vocational/educational self-efficacy • outcome expectations

Journal of Career Development, Vol. 33, No. 2, 87-111 (2006)
DOI: 10.1177/0894845306293347
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This article has been cited by other articles:


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J. Metheny, E. H. McWhirter, and M. E. O'Neil
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S. L. R. Bennett
Contextual Affordances of Rural Appalachian Individuals
Journal of Career Development, March 1, 2008; 34(3): 241 - 262.
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