Skip to main content

Advertisement

SpringerLink
Log in

The “Voice” of Children of Poverty: Candid Insights to Their Career Aspirations and Perceptions of Self-Efficacy

  • Published:
The Urban Review Aims and scope Submit manuscript

Abstract

Career development in children largely involves learning about the world of work from family members, peers, and classroom exploration in elementary school. For children of economic disadvantage, a lack of resources and restricted access to information may curtail their ability to envision career attainment. The current qualitative study explored the career aspirations of fourth- and fifth-grade students living in poverty to discern their career interests, knowledge background, understanding of educational and career pathways, and their self-efficacy for achieving their vision for the future. The data collection process involved focus groups and individual case studies. The investigators highlighted the direct verbal exchange with and among students as the most critical approach to understanding children’s aspirations. Study results indicated that the children envisioned a future of educational and occupational prosperity, but their “dreams” were often circumscribed by their limited knowledge of and exposure to employment options.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bagin, D., Gallagher, D. R., & Moore, E. H. (2008). The school and community relations. Boston, MA: Pearson Education Inc.

    Google Scholar 

  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review,51, 269–290. https://doi.org/10.1111/1464-0597.00092.

    Article  Google Scholar 

  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development,72, 187–206. https://doi.org/10.1111/1467-8624.00273.

    Article  Google Scholar 

  • Beachum, F. D., McCray, C. R., & Gullo, G. L. (2018). “Realizing that they don’t know”: An exploratory study. In F. D. Beachum & F. E. Obiakor (Eds.), Improving educational outcomes for vulnerable children. San Diego, CA: Plural Publishing.

    Google Scholar 

  • Belcher, J. R., Peckuonis, E. V., & DeForge, B. R. (2011). Family capital: Implications for interventions with families. Journal of Family Social Work,14, 68–85. https://doi.org/10.1080/10522158.2010.542113.

    Article  Google Scholar 

  • Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education,42, 326–348. https://doi.org/10.1177/0042085907303406.

    Article  Google Scholar 

  • Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & Coll, C. G. (2001). The home environments of children in the United States part 1: Variations by age, ethnicity, and poverty status. Child Development,72, 1844–1867. https://doi.org/10.1111/1467-8624.t01-1-00382.

    Article  Google Scholar 

  • Bradshaw, T. K. (2007). Theories of poverty and anti-poverty programs in community development. Journal of the Community Development Society, 38, 7–25. https://doi.org/10.1080/15575330709490182.

    Article  Google Scholar 

  • Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Cook, T. D., Church, M. B., Ajanaku, S., Shadish, W. R., Kim, J., & Cohen, R. (1996). The development of occupational aspirations and expectations among inner‐city boys. Child Development,67, 3368–3385. https://doi.org/10.1111/j.1467-8624.1996.tb01918.x.

    Article  Google Scholar 

  • Creswell, J. W. (2013). Qualitative inquiry & research design. Los Angeles: SAGE Publications Inc.

    Google Scholar 

  • Curley, A. M. (2005). Theories of urban poverty and implications for public housing policy. Journal of Sociology and Social Welfare,32, 97–119.

    Google Scholar 

  • DeCuir-Gunby, J. T., Marshall, P. L., & McCullogh, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods,23, 136–155. https://doi.org/10.1177/1525822X10388468.

    Article  Google Scholar 

  • Evans, G. W. (2004). The environment of childhood poverty. American Psychologist,59, 77–92. https://doi.org/10.1037/0003-066X.59.2.77.

    Article  Google Scholar 

  • Fletcher, D. C. (2006). No curriculum left behind: The effects of the no child left behind legislation on career and technical education. Career and Technical Education Research,31, 157–174. https://doi.org/10.5328/CTER31.3.157.

    Article  Google Scholar 

  • Flyvbjerg, B. (2011). Case study. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 301–316). Los Angeles, CA: SAGE Publications Inc.

    Google Scholar 

  • Ford, B. A. (2006). Culturally responsive school-community partnerships. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms (pp. 286–300). Sterling, VA: Stylus Publishing LLC.

    Google Scholar 

  • Fullan, M. (2001). Change forces: The sequel. Philadelphia, PA: Falmer press.

    Google Scholar 

  • Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school?. New York, NY: Teachers College Press.

    Google Scholar 

  • Gillies, R. M., McMahon, M. L., & Carroll, J. (1998). Evaluating a career education intervention in the upper elementary school. Journal of Career Development,24, 267–287. https://doi.org/10.1177/089484539802400401.

    Article  Google Scholar 

  • Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or dissertation. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Glesne, C. (1999). Becoming qualitative researchers. New York: Addison Wesley Longman Inc.

    Google Scholar 

  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report,8, 597–607.

    Google Scholar 

  • Gorski, P. C. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Press.

    Google Scholar 

  • Guion, L. A., Diehl, D. C., & McDonald, D. (2011). Triangulation: Establishing the validity of qualitative research. Retrieved November 1, 2013 from University of Florida IFAS Extension website: http://edis.ifas.ufl.edu/fy394.

  • Helwig, A. A. (1998). Occupational aspirations of a longitudinal sample from second to sixth grade. Journal of Career Development,24, 247–265. https://doi.org/10.1023/A:1025085830778.

    Article  Google Scholar 

  • Hoffman, L. R., & McDaniels, C. (1991). Career development in the elementary schools: A perspective for the 1990s. Elementary School Guidance and Counseling,25, 163–171.

    Google Scholar 

  • Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms (pp. 29–42). Sterling, VA: Stylus Publishing LLC.

    Google Scholar 

  • Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology,47, 36–49. https://doi.org/10.1037/0022-0167.47.1.36.

    Article  Google Scholar 

  • MacQueen, K. M., McLellan, E., Kay, K., & Milstein, B. (1998). Codebook development for team-based qualitative analysis. Cultural Anthropology Methods,10, 31–36.

    Google Scholar 

  • Magnuson, C. S., & Starr, M. F. (2000). How early is too early to begin life career planning? The importance of the elementary school years. Journal of Career Development,27, 89–101. https://doi.org/10.1177/089484530002700203.

    Article  Google Scholar 

  • McMillan, J. H. (2012). Educational research: Fundamentals for the consumer. Boston: Pearson Education Inc.

    Google Scholar 

  • Meier, D. (2002). The power of their ideas. Boston, MA: Beacon Press.

    Google Scholar 

  • Niles, S. G., & Harris-Bowlsbey, J. (2013). Career development intervention in the 21st century. Boston: Pearson Education Inc.

    Google Scholar 

  • Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin Company.

    Google Scholar 

  • Reeves, D. B. (2009). Leading change in your school. Alexandria, VA: Association for Supervision and Curriculum Development Publications.

    Google Scholar 

  • Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles, CA: SAGE Publications Inc.

    Google Scholar 

  • Schultheiss, D. E. P., Palma, T. V., & Manzi, A. J. (2005). Career development in middle childhood: A qualitative inquiry. The Career Development Quarterly,53, 246–262. https://doi.org/10.1002/j.2161-0045.2005.tb00994.x.

    Article  Google Scholar 

  • Schultheiss, D. E. P., & Stead, G. (2013). Childhood career development scale. Retrieved from http://imp6.cc.lehigh.edu/horde/imp/view.php?ctype=application/.

  • Seligman, L., & Weinstock, L. (1991). The career development of 10 year olds. Elementary School Guidance & Counseling,25, 172–182.

    Google Scholar 

  • Tracey, T. J. G. (2002). Development of interests and competency beliefs: A 1-year longitudinal team-based qualitative analysis. Cultural Anthropology Methods,10, 31–36.

    Google Scholar 

  • Tracey, T. J. G., & Ward, C. C. (1998). The structure of children’s interests and competence perceptions. Journal of Counseling Psychology,45, 290–303. https://doi.org/10.1037/0022-0167.45.3.290.

    Article  Google Scholar 

  • Trice, A. D., & Hughes, M. A. (1995). The origins of children’s career aspirations: IV. Testing hypotheses from four theories. Career Development Quarterly,43, 307–322. https://doi.org/10.1002/j2161-0045.1995.tb00436.x.

    Article  Google Scholar 

  • Vandsburger, E., Harrigan, M., & Biggerstaff, M. (2008). In spite of all, we make it: Themes of stress and resiliency as told by women in families living in poverty. Journal of Family Social Work,11, 17–35. https://doi.org/10.1080/10522150802007303.

    Article  Google Scholar 

  • Wages, M. (2015). Culture, poverty, and education: What’s happening in today’s schools?. Lanham, MD: Rowman and Littlefield.

    Google Scholar 

  • Wallen, N. E., & Fraenkel, J. R. (2001). Educational research: A guide to the process. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

    Google Scholar 

  • Watson, M., & McMahon, M. (2008). Children’s career development: Metaphorical images of theory, research, and practice. The Career Development Quarterly,57, 75–83. https://doi.org/10.1002/j.2161-0045.2008.tb00167x.

    Article  Google Scholar 

  • Weinger, S. (1998). Children living in poverty: Their perception of career opportunities. Families in Society: The Journal of Contemporary Human Services,79, 320–330. https://doi.org/10.1606/1044-3894.993.

    Article  Google Scholar 

  • Weinger, S. (2000). Opportunities for career success: Views of poor and middle-class children. Children and Youth Services Review,22, 13–35. https://doi.org/10.1016/S0190-7409(99)00071-7.

    Article  Google Scholar 

  • Williams-Boyd, P. (2010). Breaking bonds, actualizing possibility: Schools as community hubs of social justice. Forum on Public Policy,26, 1–22.

    Google Scholar 

  • Yin, R. K. (2009). Case study research. Los Angeles, CA: SAGE Publications Inc.

    Google Scholar 

  • Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education,8(1), 69–91.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Leadership Program, Lehigh University, Bethlehem, USA

    Karen Gomez & Floyd D. Beachum

Authors
  1. Karen Gomez
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Floyd D. Beachum
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Floyd D. Beachum.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gomez, K., Beachum, F.D. The “Voice” of Children of Poverty: Candid Insights to Their Career Aspirations and Perceptions of Self-Efficacy. Urban Rev 51, 724–747 (2019). https://doi.org/10.1007/s11256-019-00503-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11256-019-00503-8

Keywords

Search

Navigation